Download or read book Teachers Beliefs and Their Relationship to Student Achievement in Two African American Urban Schools written by Angela Love and published by . This book was released on 2001 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Beliefs and Practices written by John Christopher Sr Herrera and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing diversity in schools in the United States over the last few decades, combined with an emphasis on high-stakes testing, has heightened concerns about the academic performance of students of color, in particular African American students. There are concerns about the appropriateness of a Eurocentric curriculum taught by White teachers, which often limits the use of a multicultural curriculum--one that values the culture and lifestyles of diverse students. This study focused on elements within teaching practices that improved achievement among students of color. An enhanced application of the Multiple Meanings of Multicultural Teacher Education Framework (MTEF), along with assessments of teacher training instruments (Gay, 1994; Love, 2001; Ladson-Billings, 1994), helped to create the Model for Modified Multicultural Teacher Education Framework on Teacher Perception of Student Achievement that served as a guide for the investigation. The overall findings confirmed the utility of the model and the enhancements made to the multicultural assessment instruments. Depending upon what elements were chosen, between 18% and 23% of the variance explained in teacher's beliefs, attitudes and perceptions could be explained by their training, their community involvement, awareness of self, knowledge of subject and a positive approach to the institutional culture. The findings support the existing literature and adds to it a new dimension by directly focusing on teacher's perceptions, attitudes and beliefs that promote or constrain teaching and learning about urban African American students in the urban classroom.

Download or read book Urban Middle School Mathematics Teachers Beliefs about African American Students written by Christian J. Anderson (Sr) and published by . This book was released on 2012 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American students are not achieving at the levels of their white and Asian counterparts on all measures of achievement including standardized assessments, particularly in mathematics. The existence of a mathematics achievement gap signifies a breakdown in the teaching and learning of mathematics for African American students. This achievement gap is pervasive in urban schools. Researchers have found that teachers' beliefs have a profound influence on the instructional practices enacted in the classroom. By conducting an interpretive case study, this study attempted to understand urban middle school mathematics teachers' beliefs about their African American students and determine the influence of those beliefs on their instructional practice. The results of this study revealed the existence of three beliefs that the participants held about their African American students. The three beliefs are (a) African American students have the natural ability to learn mathematics, (b) African American students' learning is enhanced when they engage in out-of-school learning experiences, and (c) African American students need classroom instruction that emphasizes conceptual understanding. These beliefs resulted in the participants delivering classroom instruction that was driven by high expectations, rooted in differentiated instruction, and promoted rich classroom discourse. -- Abstract.

Download or read book Beliefs and Practices of Successful Teachers of Black Students written by Theresa Ann Adkins and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Many new teachers will need to take positions in predominantly Black, urban schools without having the opportunity to work with effective teachers of African American students prior to taking these positions. With little exposure to successful secondary teachers of Black students, either as student teachers or through an examination of current research which rarely focuses on a single secondary content area, prospective teachers will find it difficult to learn how to elicit academic growth effectively among African American high school students. This collective case study, therefore, documented the beliefs and practices of two successful secondary English teachers in predominantly Black schools in order to examine their beliefs and practices. Qualitative methods, including interviews, observations, and the collection of documents, were used to address the following research questions: 1. What are the beliefs and practices of two English teachers considered to be effective in their predominantly Black high schools? 2. What are the connections between their beliefs and practices? 3. How are beliefs and practices similar and different across the two teachers? Each case study described the daily classroom practices and beliefs of the two teachers and how they fit within the How People Learn Framework in order to understand how they facilitated academic gains in their classrooms. The final findings chapter looked more closely at the classroom management strategies the teachers used to create structured learning environments based in high expectations and an ethic of care. Five areas of further study emerged through the analysis of the teachers' beliefs and practices.

Download or read book The Influence of Restructuring on Teachers Beliefs about and Practices with African American Students written by Pauline Lipman and published by . This book was released on 1993 with total page 306 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 An Examination of Elementary School Teachers Belief about Their African American Students with an Analysis of Selected Characteristics of Schools in One Urban School District written by Otoniel Marrero and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between five factors: teacher efficacy, teacher beliefs, cultural responsive classroom management, cultural awareness, and cultural sensitivity among African American, European American and Hispanic American elementary school teachers. The five factors were part of eight factors originating from the Cultural Awareness and Belief Inventory (CABI) given to Pre-kindergarten through Grade 12 teachers in an urban public school district in Houston, Texas during the 2005-2006 school year. A MANOVA using SPSS was conducted for the sample of 208 teachers from grades kindergarten through fourth to assess whether differences exist between the ethnic groups. The five factors served as the dependent variables and the ethnicities of the teachers were the independent variables. A further analysis was conducted of the elementary schools which participated in the CABI for two purposes. The first purpose was to ascertain the number of teachers with strong efficacy beliefs, and the second purpose was to identify common and distinctive characteristics among those schools. Results were analyzed using standardized test scores from the Texas Assessment of Knowledge and Skills (TAKS) as well as Academic Excellence Indicator System (AEIS). The results of the MANOVA revealed a significant difference among the teacher ethnic groups only with Cultural Sensitivity. Further tests revealed the difference in Cultural Sensitivity, which could be explained by ethnicity, was relatively small. While African American teachers obtained slightly higher mean scores on some of the items related to the factors, the three teacher ethic groups had similar mean scores in the majority of the items. Each of the teacher groups demonstrated an overall optimism for the five factors, reflecting positive beliefs about African American students and their capabilities to achieve in school. Each of the five urban schools had similar but also distinctive characteristics. The analysis of the schools with high teacher efficacy revealed them to have a high number of economically disadvantaged students. The only other commonality was very high retention rates among the schools. The high retention rates were inconsistent with practices of effective schools.

Download or read book African American Students in a Middle Income Urban School District written by Rhonique Lia Williams Jefferson and published by . This book was released on 2014 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study was conducted as a qualitative case study of five successful teachers of African American students in a middle income, urban school district. The study was designed to hear the 'muted' voices of successful teachers concerning their beliefs and practices when they effectively provide learning opportunities for African American students in their classrooms. Ethic of Care and Equity Pedagogy created the theoretical framework for interpretation of the powerful narratives and counter-storytelling that influenced this group of successful teachers. Data were collected by conducting in-depth, semi-structured interviews. Constant comparative method and narrative analysis were used to code and categorize the data. Analysis was conducted after each interview to discover emergent themes. Teachers conducted member checks throughout the process. The findings from the study yielded the following: (1) teachers developed an educational approach that informed their instructional practices, (2) teachers displayed a high level of efficacy and care when working with their students, particularly African American students, (3) teachers build relationships with students that required students to work at higher levels of rigor and meet more demanding expectations for performance. Themes that emerged included: care, parental involvement, culturally responsive pedagogy and "life skills". The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151807

Download or read book The Impact of Classroom Practices written by Antonio L. Ellis and published by IAP. This book was released on 2021-02-01 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Debates regarding the qualities, skills, and dispositions of culturally relevant teachers and teaching have raged in teacher education for several decades. Ladson-Billings’ (2009) The Dreamkeepers: Successful Teachers of African American Children was a groundbreaking work that has become a foundational study that informs the work of culturally-relevant (Ladson-Billings, 2009) and culturally-sustaining (Paris & Alim, 2017) teaching. In her book The Dreamkeepers she describes effective teachers who are able to draw from the cultural wealth, knowledges, and heritage of Black communities. The Dreamkeepers ensured that their Black students were academically successful, retained, and grew both in terms of their cultural competence and their sociopolitical awareness. In other words, according to research by Ladson-Billings (2009), effective teachers possessed both pedagogical and relational dispositions, which leave lifelong impacts on the academic and social lives of the students they teach. While being a foundational text, what remains missing from the research on culturally-relevant and even culturally-sustaining teachers are “narratives” (read: stories, testimonios, etc.) related to how the race of particular E–12 teachers positively impact the lives of their students. For instance, Dr. Antonio Ellis (the first editor of the proposed book) describes his high school music teacher Mr. Linard McCloud) as “a highly effective African American music educator who changed the course of his life” (p. 170). Ellis (2016) describes McCloud as being loving, caring, creative, culturally sensitive, attuned, hopeful, flexible, organized, and thoughtful. Because Mr. McCloud possessed the aforementioned characteristics and dispositions, Ellis contends that he was motivated to achieve academically and socially in his urban high school. In addition, according to Ellis (2016), Mr. McCloud was a highly impactful educator because he went beyond the call of duty as a teacher—a practice that is not so common in schools, particularly urban ones. Not only did McCloud teach in the classroom setting, but he also built strong relationships with families, community members, and external stakeholders including local businesses, colleges, and universities. Mr. McCloud used these networks to leverage opportunities for his students academically, personally, and professionally. Like many of his high school classmates, Ellis (2016) contends that he would not have graduated from high school if it were not for the care and mentorship he received from Mr. McCloud. In this proposed edited volume, it is the editors’ goal to honor teachers like Mr. McCloud who have made a difference in the lives of their students by learning from their impactful practices. Employing a “critical storytelling” methodology (see Hartlep & Hensley, 2015; Hartlep, Hensley, Braniger, & Jennings, 2017), each chapter contributor will use his or her own narrative to show the power of influential teachers in classrooms. While this framework centers race, lived and learned experiences, the storyteller is the most important unit of narrative; hence, The Impact of Classroom Practices: Reflections on Culturally Relevant Teachers will include African-American storytellers who reflect on the impact of classroom practices of teachers from diverse backgrounds who they deemed culturally relevant and responsive to both their academic and social needs. This work will offer recommendations to pre-service teachers and in-service teachers who desire to leave a lasting impact on the students they teach.

Download or read book The Teacher Wars written by Dana Goldstein and published by Anchor. This book was released on 2015-08-04 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.

Download or read book Pedagogical Beliefs and Practices of Culturally Responsive Teachers of African American Students written by Mikyra R. Toney and published by . This book was released on 2013 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand how culturally relevant pedagogy promotes academic success among low-income African American children. The characteristics and instructional practices of four elementary school teachers, defined as culturally responsive by their school administrators, were examined. The study explored how personal backgrounds and experiences influenced teachers' beliefs about instructional practices for African Americans. The theoretical framework for this study, the constructivist theory, enhanced my understanding of how teachers viewed the inclusion of students' culture to influence school success. The study was based on a qualitative research design of: individual interviews, classroom observations and a focus group. The research revealed that teachers' experiences, instructional practices and strategies were vital to culturally responsive teaching and student achievement.

Download or read book Teaching to Close the Achievement Gap for Students of Color written by Theodore S. Ransaw and published by Routledge. This book was released on 2020-10-08 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.

Download or read book African American Teacher Beliefs about Learning and Teaching written by Michele Jean Sims and published by . This book was released on 2003 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book In Search of Deeper Learning written by Jal Mehta and published by Harvard University Press. This book was released on 2019-04-22 with total page 465 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The best book on high school dynamics I have ever read."--Jay Mathews, Washington Post An award-winning professor and an accomplished educator take us beyond the hype of reform and inside some of America's most innovative classrooms to show what is working--and what isn't--in our schools. What would it take to transform industrial-era schools into modern organizations capable of supporting deep learning for all? Jal Mehta and Sarah Fine's quest to answer this question took them inside some of America's most innovative schools and classrooms--places where educators are rethinking both what and how students should learn. The story they tell is alternately discouraging and hopeful. Drawing on hundreds of hours of observations and interviews at thirty different schools, Mehta and Fine reveal that deeper learning is more often the exception than the rule. And yet they find pockets of powerful learning at almost every school, often in electives and extracurriculars as well as in a few mold-breaking academic courses. These spaces achieve depth, the authors argue, because they emphasize purpose and choice, cultivate community, and draw on powerful traditions of apprenticeship. These outliers suggest that it is difficult but possible for schools and classrooms to achieve the integrations that support deep learning: rigor with joy, precision with play, mastery with identity and creativity. This boldly humanistic book offers a rich account of what education can be. The first panoramic study of American public high schools since the 1980s, In Search of Deeper Learning lays out a new vision for American education--one that will set the agenda for schools of the future.

Download or read book Raising Black Students Achievement Through Culturally Responsive Teaching written by Johnnie McKinley and published by ASCD. This book was released on 2010 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Covers the instructional, management, and assessment strategies to help teachers be more effective at educating black students.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Efficacy and Student Achievement in African American Urban Schools written by Deborah Caise-Fitzpatrick and published by . This book was released on 1999 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: