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An Interpretive Case Study of Stakeholders' Perceptions on the Enrollment and Progression of African American Students in High School Foreign Language CoursesSchoener III, Herbert 2012 August 1900 (has links)
The "achievement gap" is a common term in Texas public education, often referring to academic differences in achievement among student ethnic groups within the core curriculum. Seldom is Foreign Language referenced in, nor even considered relevant to such discussions in addressing the achievement gaps that exist in our public schools, although Foreign Language holds significant influence on both students' high school and post-secondary academic trajectories. Throughout the state of Texas, it has been found that African American students are not progressing in foreign language study at the same rate and length as Hispanic, White, and Asian students; these stark achievement gaps appear to be going unmentioned, unnoticed, and/or unaddressed.
This interpretive case study examined the perceptions of foreign language teachers, counselors, and administrators at a central Texas high school campus through a critical lens, regarding why they felt African American students are not progressing in foreign language courses, as compared to other student ethnic groups. Data collection for this qualitative study included individual interviews, focus group sessions, field notes, documents, and school records. For data analysis, the study employed the constant comparative method.
Four general themes emerged from interviews and focus group sessions with stakeholders. These themes included deficit views, racial erasure, paralogical beliefs and behaviors, and organizational constraints, which described obstacles standing in the way of creating an equitable campus for all students.
This study offers implications for educational policy, practice, and future research. For policy, Texas high school graduation requirements for foreign language should be increased and accountability measures for student learning in foreign languages should be instated. For practice, the high school should commit itself to ongoing, yearlong staff development to address equity traps at the campus. Practice should also include student performance data in foreign languages to help guide discussions about achievement gaps with African Americans and other student ethnic groups. Implications for future research include the need to examine the transferability of this study's findings to public middle school and high school campuses in Texas. Future studies should also investigate the equity trap avoidance and employment of the gaze in the context of public high school foreign language courses.
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A field approach to the study of civil rights protest participation of southern Negro studentsAgbayani, Amefil, 1943 January 1969 (has links)
Typescript. / Bibliography: leaves [97]-102. / ix, 125 l tables
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From the margin to the middle life experiences of African-American male alternative, charter school, and community college students /Collins, Monique Renee. January 2007 (has links)
Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 176 pages. Includes bibliographical references.
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The influence mentoring has on the persistence of academically successful African American males who are juniors or seniors at a public, predominantly white institution /Harris, Phillip D. January 2007 (has links)
Thesis (Ed.D.)--Youngstown State University, 2007. / Includes bibliographical references (leaves 116-129).
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Teaching for social justice effective strategies for improving the academic achievement of African American and Latino students /Pratt, Hannah Chin. January 2007 (has links) (PDF)
Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/19/2008). Includes bibliographical references (leaves 164-174).
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African American students and the achievement gap what can a teacher do?/O'Brien, Kathleen. January 2007 (has links) (PDF)
Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/23/2008). Includes bibliographical references (leaves 148-152).
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The African-American student experience in the independent school /Parker, Jeanne D. January 1991 (has links)
Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).
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Black Muslim affiliation as reflected in attitudes and behavior of Negro adolescents with its effect on policies and administrative procedures in schools of two eastern cities, 1961-64.Howell, Hazel Wanner, January 1966 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University, 1966. / Typescript; issued also on microfilm. Sponsor: David B. Austin, . Dissertation Committee: Robert A. Dentler. Includes bibliographical references (leaves 312-320).
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A school for our children a case study of a school closing the student achievement gap /Lamar, Monica D. January 2009 (has links)
Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 111-125) and index.
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"Somewhere under the rainbow" the interplay of race and gender : African-American military students' experiences in Hawaii public schools /Hairston, Kimetta R. January 2004 (has links)
Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references.
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