Download or read book DEVELOPING AN INSTRUMENT TO MEASURE EDUCATOR PERCEPTIONS OF AFRICAN AMERICAN MALE STUDENTS PREK 12 written by Delbert Christopher Eugene Scott and published by . This book was released on 2019 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are important in the academic and social development of students. Educator perceptions carry significant weight when interpreting behaviors, skills, and abilities of students (Beckford, 2016; Simson, 2013). Research that investigates the possible consequences of educator perceptions of African American males and the relationship of those perceptions to student outcomes is scant. This exploratory sequential research study reported psychometric properties of an instrument developed to examine educator perceptions of African American males held by public educators in PreK12. Extant research suggests that educator perceptions of Black males are more negative than those of noneducators (see Foster, 1995; Quinn, 2017). Specifically, overall perceptions of educators regarding African American males are negative (Fitzgerald, 2009; Foster, 1995; Jackson & Crawley, 2003). The instrument created for the present study will guide future research that will enable researchers to examine the relationships between educator perceptions and outcomes for African American male students (e.g., eligibility in special education for EBDs). Examining validity evidence for the public educator perceptions of African American males survey (PEPAAMS) PreK12 revealed significant relationships between educators (1) answering on behalf of the average person and (2) self-reporting personal perceptions. This study also found that the adapted brief social desirability scale did not function as intended. The ABSDS was not a reliable measure to differentiate which dependent variable is best to use when there were different scores for personal and average perceptions of public educators using a paired samples t-Test and MANOVA. Due to the inadequacy of the ABSDS, findings revealed that personal value statements were a better indicator for determining which perceptions scores were more reliable to use. Finally, this study concluded that educators who were truly low prejudice (see Hing et al., 2008) were least likely to hold negative personal perceptions of African American male students.

Download or read book African American Male Students in PreK 12 Schools written by Chance W. Lewis and published by Emerald Group Publishing. This book was released on 2014-05-28 with total page 421 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents a comprehensive viewpoint on preK-12 schooling for African American males. Including theoretical, conceptual, and research based chapters, this edited volume offers readers compelling evidence of the education challenges and successes for this student population.

Download or read book African American Male Teachers in K 12 Education written by Kelley A. Peatross and published by . This book was released on 2011 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the underrepresentation of African American(A/A) male teachers in three Midwestern school districts. The study sought to determine: (1) the perception of A/A teachers concerning their K-12 teaching experiences when disaggregated by the number of years of teaching, (2) their perception of why they went into teaching when disaggregated by the number of years of teaching, (3) their perception of the need for A/A male teachers, and (4) their perception of value and accomplishments as A/A male teachers in the classroom. This study utilized a qualitative phenomenological design and was based upon Maslow's (1970) hierarchy of needs and Herzberg, Mausner, and Snyderman's (1959) motivation-hygiene theory. The conceptual framework was supported through the research literature of Moran, Woolfolk, and Hoy (2001), Kimbrough and Salomone (1993), Leong (1995), and Milner and Howard (2004), which focuses on the "motivational factors" leading to A/A males selecting teaching as a career. Utilizing a qualitative interview design, individual interviews, along with a focus group session, 14 participants were identified, with 7 participants agreeing to participate in this study. The researcher utilized the NVivo 8 program to categorize the data and identify recurring themes as well as to assist in analyzing, shaping, and managing the data generated from this research study. Findings in this study revealed that all participants agreed, regardless of their years of teaching, that there were not enough A/A males in K-12 education, that there was value in having A/A males as K-12 teachers, that they enjoyed sharing their experiences with their students, and that the level of pay served as a deterrent to A/A males going inot the teaching field. This study adds to the current body of literature by exposing additional motivational factors that influence A/A males to select teacher education as a career. Findings in this study may prove to be invaluable to teacher education programs and educational leaders as they redesign, promote, and seek ways to sustain A/A males in the teaching profession.

Download or read book African American Psychology written by Faye Z. Belgrave and published by SAGE Publications. This book was released on 2018-04-19 with total page 714 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American Psychology: From Africa to America, Fourth Edition provides comprehensive coverage of the field of African American psychology. Authors Faye Z. Belgrave and Kevin W. Allison skillfully convey the integration of African and American influences on the psychology of African Americans using a consistent theme throughout the text—the idea that understanding the psychology of African Americans is closely linked to understanding what is happening in the institutional systems in the United States. The Fourth Edition reflects notable advances and important developments in the field over the last several years, and includes evidence-based practices for improving the overall well-being of African American communities. New to the Fourth Edition Coverage of current issues affecting African Americans and causing changes in the social-political environment include the Black Lives Matter movement, racial trauma, and more. Content from blogs has been added to chapter-opening cover stories to reflect the more modern ways news and information are obtained. More coverage of literature and research on Blacks throughout the diaspora, especially in Africa, provide historical context and documents heterogeneity among African Americans in the United States. Expanded coverage of topics as a result of recent research includes LGBTQ individuals, African American fathers, colorism, intersectionality, electronic cigarettes, social media, and more.

Download or read book Development and Validation of an Instrument to Measure Preservice Teacher s Attitudes Toward Teaching African American Students written by Rosenna Bakari and published by . This book was released on 2000 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Culturally Responsive Pedagogy written by Dennisha Murff and published by Research for Social Justice: Personal~Passionate~P. This book was released on 2020 with total page 0 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(TM) (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 Resources in Education written by and published by . This book was released on 1998 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.

Download or read book Brother where Art Thou written by and published by . This book was released on 2006 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to gain insight in order to better understand the reasons contributing to the underrepresentation of African American male educators as perceived by African American male educators via their personal narratives. This qualitative study examines the perspectives of African American male educators' perceptions toward the underrepresentation of African American male K-12 public school educators. Semi-structured, one-on-one interviews with eight African American male educators who are currently or were formerly K-12 public school educators were conducted to capture their voice and allow them to share their understandings and experiences regarding the representation of African American males throughout the field of K-12 public education. This study identified three major themes as a result of the interviews with the participants: 1) Reasons contributing to the lack of African American male educators 2) Perspectives that describe the potential benefits of an increased representation of African American male educators and 3) Effective methods to increase the representation of African American male educators. Findings from the study suggests that having African American male educators would help debunk the stereotypes associated with African American males in both public education and society, that African American males are choosing careers other then education, that African American males are having trouble graduating from high school, and that teacher recruitment does not focus on African American educators. Findings from the study also indicate that the increased representation of competent, caring, and committed African American male educators will have a tremendously positive impact not only the academic success of students, but also positively impact their perceptions of themselves and how they are perceived within society. Implications from the findings of the study are presented as strategies that may increase the representation of African American male educators. Specific strategies are recommended for teacher education programs, school districts, other professionals in the field of education and research. These strategies suggest ways in which increasing the representation of African American male educators in K-12 schools would ostensibly, enhance the teaching profession of education in adhering to its mission to provide optimal academic achievement for all students in public education.

Download or read book African American Male Students in PreK 12 Schools written by James L. Moore and published by . This book was released on 2014 with total page 421 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American Males in PreK-12 Schools: Informing Research, Practice, and Policy presents a comprehensive viewpoint on preK-12 schooling for African American males. Including theoretical, conceptual, and research based chapters, this edited volume offers readers compelling evidence of the education challenges and successes for this student population. Each chapter provides a richer perspective of the experiences of African American males throughout their elementary and secondary education. Additionally, each chapter includes strong implications for education research, practice, and policy,

Download or read book The Validation of an Instrument to Measure Perceptions of Invisibility Among School Age African American Males written by Jolly Henderson Meadows and published by . This book was released on 1997 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Culturally Relevant Teaching Tool written by Cinnamon Olivia Wilson and published by . This book was released on 2011 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American males make up less than 10% ofthe public school enrollments, yet they are failing at alarming rates. If educators are not equipped with the resources to promote success amongst African American male students, the achievement gap will increase. In this project, a book list was created in order to aid teachers in building a culturally inclusive classroom librmy targeting African American male elementary school students. For information purposes, teachers and pre-service student teachers were surveyed regarding their knowledge of the culture of African American males and their perceptions teaching African American male students. The results indicated a need for teachers to gain insight into the importance of culturally relevant teaching as well as a need for resources to guide them. African American cultural pedagogy is essential in teaching African American males. Classroom literature that is positive and relevant to African American males can aid students in achieving academically by giving them a sense of belonging to the classroom setting, as well as teaching them about positive role models that share a common culture. Encouraging literature that deals with their experiences and problems as well as giving examples of how to resolve those problems will grant them with knowledge and skills useful in real life situations.

Download or read book Understanding the In school Literacies of African American Males Through a Sociocultural Paradigm written by Aaron M. Johnson and published by . This book was released on 2016 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was twofold: 1) to engage teachers in professional development aimed at providing evidence-based literacy strategies to use with their students; and 2) to assist teachers to make connections between their perceptions of their African American students and their pedagogical decisions. The history of African Americans in this country, Supreme Court cases related to school desegregation, and the sociopolitical ideals of this nation were used as a backdrop to contextualize the current academic pandemic that faces African American children. This study used Tatum (2005) as the guiding text and his nesting ground framework was the main construct upon which the activities, conversations, and solutions were grounded. It was understood that human thought is varied and nuanced; therefore, it was necessary to employ a qualitative methodology using a sociocultural paradigm to understand how to improve teachers' understandings of their students. Also, a robust data collection methodology was used to ensure that the findings could answer questions of validity and reliability.

Download or read book African American Male Pre service Teachers Perceptions of Elementary Education a Multiple Case Study written by Robert Z Carr and published by . This book was released on 2002 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Survey of Elementary Teacher Attitudes Perceptions and Knowledge of African American Male Language Usage in Fourth Grade School Classrooms written by William Arthur Hedge and published by . This book was released on 2005 with total page 798 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to survey elementary teacher attitudes, perceptions and knowledge of African American male language usage in fourth grade school classrooms in Missouri. African American males display deficiencies when using Standard English. In addition, African American males score in the lower percentile on standardized test in Communication Arts. This study explored selected fourth grade teacher perceptions about African American male language usage in the classroom.

Download or read book The Black White Test Score Gap written by Christopher Jencks and published by Brookings Institution Press. This book was released on 2011-01-01 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: " The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "

Download or read book Teacher and parent perceptions of classroom experiences of African American male students in a high school alternative program written by Kimberly C. Johnson and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: