Download or read book Pre service African American Males Self reported Perceptions of Motivation in Teaching written by David B. Pickens and published by . This book was released on 2007 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overall finding of this research is that African American males, like most individuals, are inclined to be intrinsically motivated to enter the teaching profession. This finding substantiates Moran, O'Neil and other researchers' investigations on the motivation of people entering the field of teaching.

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 Improving the Academic Achievement of African American Males A Case Study of African American Male Perceptions of Attempted Instructional Strategies written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Numerous studies in the educational literature have reported the concern educators and community members have over the achievement gap between African American and white males. African American males currently score below white Americans on most standardized tests. Research has shown that this gap leads to serious negative consequences for African American males, such as suspensions, nonpromotions, school dropout, unemployment, crime, and incarceration. More effort is needed to improve these students' academic performance. Existing studies involved programs that focused in academic achievement. In this qualitative study, the researcher explored the African American male students' perceptions of instructional strategies used in the classroom and whether those strategies influenced their academic needs. The case study focused on factors that influenced improved academic achievement in African American males by examining the students' perceptions of instructional strategies, teachers' instructional beliefs, and comparing the similarities and differences to those in the current literature. Data were obtained through interviews and observations of 12 African American males, 2 teachers, and school administrators in a middle school. Findings revealed that the middle-school-aged African American males preferred lessons that were related to their real-life experiences and to their future. The more fun and stimulating the lessons, the greater their interest in learning. Family members, role models, and teachers had the greatest influence on students' motivation to learn. These findings support the need for staff development that includes extrinsic and intrinsic motivation. Teachers need to understand the value that encouragement can bring to African American males, and, as significant, teachers must understand the males themselves--what their needs and concerns are, and how to motivate them.

Download or read book Motivating Black Males to Achieve in School and in Life written by Baruti K. Kafele and published by ASCD. This book was released on 2009 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thought-provoking book from award-winning educator Baruti K. Kafele offers proven strategies that teachers and administrators can use to motivate and engage black male students at the middle and high school levels.

Download or read book Motivating Black Males to Achieve in School in Life written by Baruti K. Kafele and published by ASCD. This book was released on 2009 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thought-provoking book from award-winning educator Baruti K. Kafele offers proven strategies that teachers and administrators can use to motivate and engage black male students at the middle and high school levels.

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 Reading Engagement written by John T. Guthrie and published by . This book was released on 1997 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to enhance children's literacy development. After an introduction, "Reading Engagement: A Rationale for Theory and Teaching" (John T. Guthrie and Allan Wigfield), chapters in the book are: (1) "Children's Motivations for Reading and Reading Engagement" (Allan Wigfield); (2) Developing Self-Efficacious Readers and Writers: The Role of Social and Self-Regulatory Processes" (Dale H. Schunk and Barry J. Zimmerman); (3) "Motivation, Volition, and Collaborative Innovation in Classroom Literacy" (Lyn Corno and Judi Randi); (4) "The Pull of the Text and the Process of Involvement in Reading" (Diane Lemonnier Schallert and JoyLynn Hailey Reed); (5) "Teacher Perceptions of Student Motivation and Their Relation to Literacy Learning" (Anne P. Sweet); (6) "The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation" (Robert B. Ruddell and Norman J. Unrau); (7) "Characteristics of Classrooms That Promote Motivations and Strategies for Learning" (John T. Guthrie and Ann Dacey McCann); (8) "Integrating Science and Literacy Experiences to Motivate Student Learning" (Roger Bruning and Barbara M. Schweiger); (9) "Ownership, Literacy Achievement, and Students of Diverse Cultural Backgrounds" (Kathryn H. Au); (10) "Starting Right: Strategies for Engaging Young Literacy Learners" (Julianne C. Turner); (11) "Incentives and Intrinsic Motivation to Read" (Linda B. Gambrell and Barbara Ann Marinak); and (12) "School Change and Literacy Engagement: Preparing Teaching and Learning Environments" (Carol Minnick Santa). (RS)

Download or read book Teachers Perception of Motivational Techniques and Socioeconomic Status as Factors that Contribute to the Underachievement of African American Males written by Wendell Mills and published by . This book was released on 2010 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated teachers’ perception of motivational techniques and socioeconomic status as factors that contribute to the underachievement of African American males. Many educators have not placed emphasis on connecting with and developing relationships with minority students. Perceptions of African American males not caring about their education and being comedians in the class room has hindered academic achievement. This study was conducted as qualitative research. Interview questions were asked with five teachers in a high school in urban Midwest Georgia. The purpose of this study was to explore teachers’ perception of factors that contribute to the underachievement of African American males.

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 Learning in Spite of the Struggles written by Isreal Suprano Kinlaw and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was initiated to find solutions that could minimize the gap for African American male students and provide strategies to improve school experiences for African American males with negative school experiences.

Download or read book Exploring the Self efficacy of African American Male Pre service Teachers written by Derek Edward Harris and published by . This book was released on 2012 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Perceptions of Labeling African American Males as Specific Learning Disabled on Their Intrinsic Motivation to Achieve in Elementary School written by Jacobium Holliman and published by . This book was released on 2016 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book African American Males Perceptions about Pursuing Teaching as a Career written by Steven Taylor and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Teachers Perceptions of Mentoring Experiences with African American Males written by Jackquelyn S. Lavergne and published by . This book was released on 2011 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Teacher student Interactions and Academic Achievement of African American and African Immigration Males written by Hassen Hussein and published by . This book was released on 2017 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative survey questionnaires study compared the teacher-student interactions (TSI) and academic achievement of African-American and African immigrant undergraduate males. The academic achievement gap between different population groups provided the impetus for the study. While African Americans have been described as under-achievers in the literature, their African immigrant counterparts have at times been dubbed a model minority. However, studies on differences in TSI between the two groups are scant. Students' perceptions of TSI were assessed using two existing instruments, the Experience with Faculty Scale and Student-Professor Interaction Scale. Grade Point Average (GPA) was used as proxy for academic achievement. Traditional (ages 18-24) undergraduate Black male students at an Upper-Midwestern university constituted the population for the study. With a sample size of sixty (n1=30, n2=30), hypothesis testing was done using Chi-Square, the Fisher Exact test with Freeman-Halton extension, and Ordered Logistic Regression. Although the study did not show statistically significant differences in TSI as well as academic achievement between the two groups, it revealed that there was a statistically significant difference between the two groups in how often students discussed their career plans and academic ambitions with faculty. Moreover, contrary to prior literature; African immigrants in this study did not significantly outperform African Americans on self-reported GPA--casting doubt on the depiction of African immigrants as a monolithic group and a hyper successful model minority. Two incidental and yet important findings also emerged from the study. First, among students reporting having positive TSI, African immigrants were twice as likely as African Americans to describe it as very strong. Second, only one-fourth of the participants hailed from non-college-educated households. The meaning of the findings and implications for higher education are discussed.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt: