Download or read book An Analysis of Principals and Teachers Perceptions of the Academic Impact of 15 Social Perceptions Faced By Black Males written by Janice Marie Epperson and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: When presented with 15 social perceptions, teachers differed in the extent to which they ranked such perceptions as having the most and least impact on Black male students' learning as well in the extent to which they judged these perceptions to be subject to correction. Across all repsondents, the perceptions deemed most negative concerned Black males' reputed propensity for violence and disruption, while those deemed least negative concerned Black male' alleged tendency to be more church-and -religion-oriented than their peers, as well as their reutation for being more athletically gifted than their peers. In terms of these perceptions being correctable, the respondents felt that it was relatively easy to demonstrate that Black males were not less intelligent, less articulate, and less interested in education than their peers of other ethinic groups. To the extent to that the respondents believed that the perception was at least partially grounded in the fact-as for exampple, Black male students being less than optimally "articulate" or "interested in education and self-improvement"--They also recommended specific reform strategies that educators could put in place. When grouped by positiion, ethnicity, age, years of experience, highest degree, and level of students served, respondents did not in general differ in how they ranked the perceptions, a noteworthy exception concerning respondednt ethnicity and the ones deemed most negative. By ethnicity, there were as many as seven statistically significant differences observed in the most negative rankings of non-White and White respondents, with non-Whites especially concerned about the perceptions of Black male student as being "innately less intelligent" and "better suited to vo-tech than academic classes" with respect to such students' success in school.

Download or read book A BlackCrit Case Study Analysis that Explores the Influence of Societal Perceptions of Black Men on Black Male K 12 Leaders written by Dramaine Freeman and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Black male leaders shape, constrain, or determine leadership style in education as they interact with anti-Black structures such as social perceptions. This qualitative case study investigates the relationship between the social perception of Black men in society and the professional experiences of 15 Black male leaders in K-12 spaces. This study applied BlackCrit to analyze how anti-Blackness impacts the experiences and decision-making processes that coincide with Black leaders' performance and negative experiences. Secondly, the study continues the research of connecting society's attitudes and beliefs of Black males and expands the BlackCrit framework by analyzing how Black suffering increases the pressure to perform, shapes identity, and makes it necessary to create spaces for Black male K-12 leaders to be their most authentic selves and live out their liberatory fantasy in academia."--Abstract

Download or read book A Study Og Black Teachers Perceptions of the Academic Achievement of Black Male Students in Elementary Schools in Rural Georgia written by Marshell F. Aker and published by . This book was released on 2016 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Presently, numerous research studies, articles and reports have shown troubling outcomes regarding the education of Black male students in the United States (Darensbourg, Perez, & Blake, 2010; Lewis, Simon, Uzzell, Horwitz, & Casserly, 2010; Prager, 2011). The performance of Black males on national achievement assessments is lower in comparison to the performance of most other subgroups. The high school graduation rate for Black males in the United States is below most other ethnic subgroups (Schotts Foundation, 2015). Although various strategies are often implemented at the national, state, and local level in attempts to address achievement disparities, these efforts have not been fully successful in eliminating the achievement gaps nor improving educational outcomes for Black male students. While dominant explanations for negative educational outcomes seem to blame the Black male students, their motivation, their family and culture (Emdin, 2012; Gira, 2007; Kim & Hargrove, 2013), Critical Race Theory scholars attempt to challenge these deficit explanations and explore alternative perspectives regarding the conditions that may contribute to educational achievement disparities (Jay, 2003; Ladson-Billings &Tate, 1995; Milner, 2008). Critical Race Theory insists upon exploring the experiences of people of color who have been historically marginalized and silenced. Some scholars have noted that black educators often feel left out of discussions and silenced in regards to the teaching and learning of Black students (Delpit, 1995; Foster, 1991; White, 2012). Because Black teachers and Black males may share possible cultural connections as well as experiences with marginalization, it is possible that some Black teachers may be able to provide valuable information and counter stories regarding black male achievement (Foster, 1991; Milner, 2006). The purpose of this study was to examine the perceptions of Black teachers regarding the academic achievement of Black male students in elementary schools in rural Georgia. Through the use of focus group interviews, the researcher examined the voices of Black teachers to identify significant factors impacting the educational success of Black males. Findings of this study had implications for the education of Black males in rural elementary schools. Findings were: 1) Black male students in rural elementary schools may lack exposure to critical resources needed for their success; 2) Policies and practices may limit Black male access to rigorous and advanced curriculum; 3) Deficit thinking and stereotypes may confine academic achievement and aspirations for Black male elementary students; and 4) Positive and supportive teacher-student relationships may have an important role in improving the educational outcomes for Black males in rural schools.

Download or read book Black Male Students Perceptions of Effective Teachers written by Francis Vladimir Lozie and published by . This book was released on 2013 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the characteristics of effective teachers of African-American male middle school students. Black males are underserved throughout all levels of the educational pipeline and experience an achievement gap. Researchers have posited several causes of the achievement gap: teachers' beliefs, students' cultural capital, and teachers' pedagogical skills. Moreover, the transition from student-centered elementary school settings to curriculum-centered secondary school settings can be disproportionately jarring for Black male adolescents. Using a community nomination process, students and principals at 4 Compton middle schools identified whom they perceived as the most effective teacher at each site. Fifty-three students participated in 8 focus groups. Each of the 4 teachers was observed 4 times (for a total of 16 observations) and interviewed 3 times (for a total of 12 interviews). In the effective teachers' classrooms, (a) nearly 100% of Black males participated throughout lessons, (b) teachers and students used high levels of academic vocabulary, and (c) teachers used humor and code-switching to elicit positive responses from students. Students described the importance of humor, high expectations, and fairness, as well as multiple types of teaching practices. Teachers believed (a) that teaching was their means of effecting social justice, (b) that their students' intelligence was malleable rather than fixed, and (c) that their personal experiences were instrumental in shaping their teaching philosophy and practice. These findings began to coalesce into an emerging profile of effective teachers for Black male middle school students: (a) a social justice stance, (b) cultural congruence with their students as a result of lived experiences, and (c) the ability to wield a robust arsenal of pedagogical strategies. The findings point to the importance of recruiting teacher candidates who can relate to the lived experiences of their students, of designing hiring protocols that test for the characteristics of effective teachers for African-American males, and of restructuring middle schools to allow for multiple attempts to demonstrate mastery of complex academic concepts.

Download or read book Examining Principals Perceptions of Their Support and Facilitation of Teachers Implementation of Culturally Relevant Pedagogy to Help Black Male Students in English Language Arts written by Darryl Rascoe and published by . This book was released on 2019 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The academic outcomes of Black male students, specifically as it relates to English Language Arts, have been a cause for concern for quite some time. Data consistently shows that Black male’ performance lags behind the performance of their White counterparts. Proponents of culturally relevant pedagogy, like Ladson-Billings, believed it is an effective practice to address the failings of an education system that historically has underserved culturally diverse students. This qualitative study explored the perceptions of New York City Department of Education principals relating to their facilitation and support of teacher implementation of culturally relevant pedagogy to help Black males in English Language Arts. This research focused on the school leaders’ facilitation of culturally relevant pedagogy as described by the culturally relevant pedagogy framework. It also examined the extent to which principals received professional development on culturally relevant pedagogy from their supervisors and how the principals engaged their teachers in professional development relative to culturally relevant pedagogy. This grounded theory study targeted New York City Department of Education high school principals employed within schools in the Bronx, Brooklyn, Manhattan, and Queens. Twelve randomly selected principals responded to 14 semi-structured interview questions. An interview protocol was used and all interviewees were advised that they could withdraw from the study at any time. The researcher followed all recommended Institutional Review Board protocols, which were used consistently with all the participants. The findings indicate that the principals did not have a definition of culturally relevant pedagogy that matches Ladson-Billings’s framework, and most of them did not foster a shared definition of culturally relevant pedagogy. In addition, all of the principals, except one, were not receiving any professional development focused on culturally relevant pedagogy. More than half of the participants had attempted to provide professional development on culturally relevant pedagogy to their teachers, but the district’s prioritized professional development focused on improving test results. Finally, all of the principals were not facilitating culturally relevant pedagogy in any way or in the manner described by the culturally relevant pedagogy framework. The researcher concludes the following: (a) the participants were not familiar enough with culturally relevant pedagogy to expertly facilitate it, (b) the district-level school leaders had not prioritized and mandated culturally relevant pedagogy, (c) the principals perceived that culturally relevant pedagogy would be beneficial to their Black male students, and (f) New York State English Language Arts data were limited.

Download or read book Staff Perceptions of African American Male Principals written by Anderson Ricardo and published by LAP Lambert Academic Publishing. This book was released on 2015-01-22 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative survey research examined staff perceptions of African-American male principals in a K-12 urban public school district. Many cultural scholars believe that race matters in staff perceptions of their principal (Banks, 1991; Ladson-Billings &Tate, 1995; Lomotey, 1989). Frequently, African-American principals who lead a diverse group of staff members' in a large, K-12 urban public school district find their authority challenged and are view as "insignificant" leaders (Sizemore, 1986). Chemers's model (1995) on integrative leadership outlines three leadership categories (image, relational dimensions, and leadership) that are necessary for a person to lead an ethnically diverse workforce. The theoretical framework for this research study is a conceptual model of the Leader-Member Exchange Theory (LMX) by (Graen & Uhl-Bien, 1995). This theory explains interactions and relationships between the leaders and followers. The purpose of this study was to investigate staff members' perceptions of their African-Americans male principals in the areas of image, staff relationships, and leadership characteristics.

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Common School Journal written by and published by . This book was released on 1839 with total page 820 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Centering the Voice of Black Male Students On Effective Teaching written by Brian Coleman Woodward and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Too often educators are unable or unwilling to see the potential Black males have as students, and often view these young men as inhuman or uneducable. More specifically, teachers often ignore or underestimate that Black males experience education in a manner unlike their peers due to the historical construction of what it means to be a Black male. Given that K-12 students and teachers spend a significant amount of time together the teaching that occurs in classrooms can have a significant impact on student success within schools. What is often missing, not offered, not valued, or in need of re-emphasizing within the field of educational research is the need for Black males to theorize teaching. It is important to understand the type of pedagogical strategies that these young men believe will enrich their classroom experiences, which serves as the impetus for this exploratory study that seeks to answer how do Black males theorize (think, explain, and develop a set of ideas) notions of teaching. To develop a collective understanding of Black male students' perceptions of effective teaching, a social constructivist qualitative research method was implemented. More specifically a series of semi-structured interviews were conducted with twelve Black male students who attended three urban high schools in southern California. Each of the interviews conducted were audio-taped and transcribed and lasted approximately 60 to 70 minutes. Three research questions that guided the study were: What are Black male secondary students' perceptions of effective teaching? What are the strategies, approaches, and methods of teaching that Black male students describe that? What can teachers, researchers, and policymakers learn from Black male students' understanding of effective teaching to better serve this student group in the classroom? Key findings revealed that the participants can articulate their thoughts about teaching with specificity by providing definitions of teaching, strategies that enhance their learning, and distinguishing between the act (teaching) and the person (the teacher). Moreover, too often the participants questioned the willingness of teachers to want to give their best instruction, make positive connections, and form relationships that will benefit their classroom success.

Download or read book Broadening the Dialogue written by Michael Oládèjo Afoláyan and published by . This book was released on 1994 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Race Values and Pupil Control Ideology written by Sylvia Mae Roberts and published by . This book was released on 1976 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Culturally Responsive Pedagogy written by Dennisha Murff and published by IAP. This book was released on 2020-01-01 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Culturally Responsive Pedagogy: Promising Practices for African American Male Students, I take us on a journey into teachers’ perceptions of the impact of implementing culturally responsive pedagogical (CRP) practices on the student learning outcomes of African American male students. The book also helps to identify teachers’ perceptions of the CRP strategies needed in the elementary school setting to address the diverse needs of African American male students. I share the story of educators from a large, diverse elementary school in an urban school district, who have made it their mission to provide African American male students with culturally responsive learning environments where they can thrive. Throughout the book, I make it clear that the implementation of CRP practices has a direct impact on the student learning outcomes of African American male students. The book provides additional research into the existing literature on CRP practices. Through a case study approach, my work allows for additional insight into the potential impact of CRP practices on the student learning outcomes of African American male students in an urban elementary school setting. The book takes us on a journey of highs and lows, ups and downs, and failures and successes. Throughout the book, rich, detailed stories and descriptions are shared based on classroom observations, interviews, and student learning outcomes collected from three elementary school teachers from diverse backgrounds and various years of experience. Classroom observations were conducted using the Culturally Responsive Instruction Observation Protocol™ (CRIOP) instrument to assess the practices being implemented in the classroom. As I focused on the hard realities that face African American male students in today’s classrooms, I identified six emerging themes, including one overarching emerging theme, and three promising practices that surfaced during my research. The CRP practices implemented proved helpful toward increasing learning outcomes for African American male students, and, ultimately, closing the achievement gap. As an African American educator, I have been able to see how the lack of culturally responsive practices creates learning obstacles for African American male students. These learning obstacles continue to plague a group that has been historically marginalized in our society. The implementation of CRP practices provides educators with an avenue to remedy a social justice issue that has plagued our nation for years. The information shared in this book can be beneficial for all those invested in closing the achievement gap and increasing student learning outcomes through the use of culturally responsive practices, including pre-service and in-service teachers, administrators, caregivers, community advocates, educational researchers, and policy makers.

Download or read book Catalog of Copyright Entries Third Series written by Library of Congress. Copyright Office and published by Copyright Office, Library of Congress. This book was released on 1979 with total page 1898 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Women s Educational Equity written by and published by . This book was released on 1979 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.

Download or read book Striving for Success written by Laura Satterfield Mathieu and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This qualitative study examines educators' perspectives on how a small learning community impacted the academic achievement of African American males. This study examined a long-standing small learning community (XYZ) located in a suburb in northern New Jersey. This study identified common themes among the perceptions of educators employed at XYZ, regarding the academic achievement of African American males. This study pinpoints how XYZ educators define achieved success for African American male students and their perceptions regarding XYZ's influence on the academic success of African American males. This study focused solely on the educators' perceptions regarding African American male students, who have historically been identified as members of an underserved population. This study examined qualitative data gathered from a focus group and individual interviews of various educators that have worked at XYZ, both past and present. The theoretical construct of this study is Phenomenology. This study establishes how the theory of Phenomenology is reflected in the SLC reform movement regarding the application, organization, continuation, frequency, and success of SLCs as a school reform model. The qualitative research from this study contributes to the discourse on SLCs as a viable educational reform for a targeted underserved population, such as African American males, which has historically presented an achievement gap compared to their Caucasian counterparts."--Page v.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1976 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Educational Psychology written by Patricia A. Alexander and published by Psychology Press. This book was released on 2006 with total page 1048 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides coverage of the field of educational psychology. This book includes topics, such as, adult development, self-regulation, changes in knowledge and beliefs, and writing. It is useful to scholars, teacher educators, practitioners, policy makers, and academic libraries. It is also suitable for graduate level courses in educational psychology.