The purpose of this study was to determine the effects of Project BIG on the self-concept and black pride of urban black children at the fourth-grade level. The study was conducted as a part of Project BIG (Black Image Growth), a Model Cities-supported inservice social studies program, which emphasized the concerns and contributions of black people in the study of Indiana history. The curricular emphasis was implemented by project teachers who used image-rehabilitation social studies materials developed in consultation with Project BIG directors.The sampling population was restricted by grade level and Model Cities School membership. Enrollment in a graduate course, "Seminar in Elementary Education," and participation in bi-weekly teacher training workshops during the 1971-72 school year were additional requirements for the teachers. Four of the original twelve project teachers met these criteria. Students of these four teachers were considered the experimental group. Students from the remaining nineteen Model Cities fourth-grade classrooms were considered the control group.

The purpose of this study was to depict and analyze the components of the process by which the Northwest Indiana Curriculum Evaluation Project was applied from a theoretical model of curriculum evaluation which had been developed by Drs. James McElhinney and Richard Kunkel of Ball State University. This task was accomplished through participant observation. In this capacity the participant observer initially recorded the events, insights, and anecdotes which occurred while at the same time, he served as the project director. These recorded observations were then used as a basis for designing a questionnaire which was administered to the team leaders of the project. This instrument, which used a semantic differential as a rating scale, attempted to solicit the team leaders' perceptions and reactions to many concepts about the project which had originally been identified through participant observation.The questionnaire and other data, which was accumulated, as well as the study itself, were organized and presented within the framework of five sequential phases. These were as follows: 1. Phase I - Training Workshops for Data Collectors 1. Phase II - Interviews and Observations3. Phase III - Administration of Questionnaires4. Phase IV - Organization of Data5. Phase V - Writing of Individual Building ReportsThe final section of the study attempted to determine how the team leaders felt about the project once their direct involvement had been completed. Attention was also accorded to what would and should be done with the final project results in the various participating school corporations.Based upon the data and findings of the study, it was concluded that the theoretical model of curriculum evaluation investigated was an effective vehicle with which to collect data and accurately describe the curricular offerings of a given school.In addition, it was determined that public school personnel can be trained to serve effectively as data collectors within the model in a relatively short period of time (In this case, a one and one-half day workshop proved sufficient). However, much of the success or failure of such an undertaking appeared to be determined by the personal and professional qualifications of the consultant who conducted the training workshops. It was also found that the potential for success of a curriculum evaluation project such as the Northwest Indiana Curriculum Evaluation Project would have been enhanced by increasing the man-day commitment of participating school corporations so as to accommodate unexpected time and personnel problems which occurred; by budgeting for more adequate secretarial services; and by providing more adequate storage and office space in which to house the permanent staff required for such a project.Beyond the initial approval which was given by the chief administrator of each participating school corporation, the attitude which the superintendent extended to the project significantly influenced the attitudes which his subordinates displayed as participating data collectors.Other conclusions obtained from the study were: communication plays a vital role in determining the success or failure of a curriculum evaluation project; certain professional public school personnel seem threatened by involvement in curriculum evaluation projects; cooperative curriculum evaluation projects possess a high potential as in-service programs; students tend to be more frank in their responses to the inquiries made by data-collectors than are teachers; professional educators recognize a need for curricular change based on systematically acquired evidence, and the advent of a curriculum evaluation project in and of itself is unlikely to foster significant curricular change.

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

No description available.

This investigation is concerned with determining the value, if any, of certain curiosity constructs and thought skill experiences upon "raw score" responses of black sixth grade pupils to selected standardized and experimenter made tests. The major purpose of this study is to determine whether the curiosity levels of black children will be increased and if gains will be made in reading comprehension and responses when selected questioning procedures are used. The study is confined to teacher-directed instructional situations where pupils are engaged in reading acts.

No description available.

In response to stalled struggles for equal and integrated education by African American students, parents, teachers, and activists, Harlem in the late 1960s saw a number of independent schools emerge that drew inspiration and rhetoric from Black Power ideas. This dissertation investigated the reasons for these schools’ emergence in Harlem; what goals these institutions pursued; how they translated their goals, purposes, and ideas into pedagogical practices and curricula; and how these were adapted to the specific challenges faced by the schools by closely examining three such initiatives: West Harlem Liberation School; the storefront academies run by the New York Urban League; and West Side Street Academy, later renamed Academy for Black and Latin Education (ABLE). All of these schools incorporated values and ideas that were central to the philosophy of Black Power, such as an emphasis on self-determination, self-sufficiency, self-reliance, Black history, and cultural pride. However, the ways in which these core ideas of Black Power were interpreted and put into practice varied significantly between different initiatives, especially as they had to navigate daily necessities such as applying for funding or making compromises with corporate donors, foundations, or the New York City Board of Education. Thus, while some of these educational institutions explicitly pursued activist agendas—by positioning themselves as a means to pressure the public school system into fundamental change or by conceptualizing education explicitly as a tool for collectively dismantling systems of oppression—others came to favor approaches designed to uplift individual students rather than pursue more radical social change. While scholars have extensively studied the fights for desegregation and community control of public schools in Harlem and New York City, the establishment of these Black alternative educational initiatives outside of the public school system as an extension of the movement for quality and equitable education—and as a part of social justice movements, including the Black Power Movement, more broadly—has rarely been considered. These schools and their approaches also provide a unique lens through which to study and re-evaluate Black Power ideas: They reflect the diversity and contradictions of the movement, the different goals and avenues for change that activists within that movement envisioned, and how the theories and ideas of Black Power were translated into practice on the local level in specific issues.

The fields of psychology and education have a tumultuous history with regard to equity, social justice and compassion for marginalized populations, specifically for Black Americans. Access to quality education in the U.S. remains a barrier for many Black Americans while resources for high quality, culturally competent mental health services are also relatively limited (Anderson, Scrimshaw, Fullilove, Fielding & Normand, 2003; Hayes-Bautista, 2003). Fortunately, scholars and practitioners in education and psychology have sought to increase access to high quality, culturally competent education and psychology and have made important contributions to research and practice. Culturally competent pedagogy has been an area of research and practice for over 20 years leading to practical changes in teaching and education in support of the needs of culturally and linguistically diverse students (Ladson-Billings, 1995). Similarly, multicultural and culturally competent counseling and psychotherapy has been of intensive focus by scholars and mental health practitioners, particularly counseling psychologist for many years (American Psychological Association, 2003; American Psychological Association, Association, 1993; Constatine & Sue, 2005; DeAngelis, 2015; Sue, Arredondo & McDavis, 1992; Sue, 1998). Psychologists and educators have been responsible for the development of racial-identity development models and the introduction and study of racial and ethnic socialization processes (Cross, 1978; Helms, 1984; Hughes, Stevenson, Cameron, Herrero-Taylor & Davis, 2002; Peters & Massey, 1983; Rodriguez, Smith, Johnson, Stevenson & Spicer, 2006; Tatum, 1987;). Preparation for bias, cultural pride reinforcement, promotion of mistrust, and egalitarianism or silence about race and racism are some of the most common forms of racial socialization practices employed by Black American parents. These practices are used in effort to prepare Black children to navigate and thrive in a society in which they are discriminated against on the basis of race. Racial socialization messages also serve to counteract negative messages from the larger society from various sectors and institutions including education and health systems (Gaskin, 2015). As such, the purpose of this study was to explore Black American parents’ racial socialization practices and the impact of the experiences and educational outcomes of their children who attend private, independent schools. Data was collected through 12 semi-structured interviews with Black American parents whose children attend private, independent schools. Participants’ narratives were transcribed and then analyzed using Consensual Qualitative Research (CQR). Results illustrated the participants’ experiences in school themselves, messages from family members on race, ethnicity and education. Participants also discussed their own parenting practices including racial socialization practices, messages and beliefs about education and schooling. Implications of the findings, limitations and suggestions for future research are discussed.

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1981. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Includes bibliographies. / by Patricia Elizabeth Thompson. / M.C.P.

In the first half of the twentieth century in the segregated South, Black laboratory schools began as "model," "practice," or "demonstration" schools that were at the heart of teacher training institutions at Historically Black Colleges and Universities (HBCUs). Central to the core program, they were originally designed to develop college-ready students, demonstrate effective teaching practices, and provide practical application for student teachers. As part of a higher educational institution and under the supervision of a college or university president, a number of these schools evolved to "laboratory" high schools, playing a role in the development of African American education beyond their own local communities. As laboratories for learning, experimentation, and research, they participated in major cooperative studies and hosted workshops. They not only educated the pupils of the lab school and the student teachers from the institution, but also welcomed visitors from other high schools and colleges with a charge to influence Black education A case study of Alabama State College Laboratory School, 1920-1960, demonstrates the evolution of a lab high school as part of the core program at an HBCU and its distinctive characteristics of high graduation and college enrollment rates, well-educated teaching staff, and a comprehensive liberal arts curriculum. The collected oral histories from former graduates testify to the perception that a laboratory high school education was considered a privilege. The history of Alabama State College Laboratory High School provides evidence that Lab High offered a "Class A" education to Black youth in Alabama despite the oppressive White social policies and practices in the South and contrary to the plentiful historical accounts of inferior secondary education during legalized segregation. As a progressive laboratory for learning, Alabama State College Lab High played a role in the development of education for African Americans in Alabama and throughout the South.