Global ETD Search

211	African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement (C.A.R.E.) on School Effectiveness: A Meta-Analysis and Systematic Review McCloud, Margie J 12 1900 (has links) The purpose of the study was to examine the effects of charter schools on African-American students, this study sought to determine if the practice of connectedness, alignment, rigor, and engagement (C.A.R.E.) influenced academic outcomes. The research methodology employed a meta-analysis in conjunction with a systematic review as a cross-reference and to address variables not covered in the meta-analysis. Utilizing a meta-analysis allowed for a synthesis of the existing quantitative published data to consolidate the results. This produced a specific report of achievement data for African-American students. The results revealed that regardless of region, subject, type of assessment, or school focus charter school do positively influence African-American students' academic outcomes. This study also found the practices connectedness, alignment, rigor, and engagement, the C.A.R.E. model when employed in schools improve academic outcomes, especially when combined and implemented with best practices. African-American charter schools academic achievement opportunity gap achievement gap connectedness alignment rigor engagement best practices meta-analysis systematic review Education, Curriculum and Instruction Education, General African American students. Charter schools -- United States. Academic achievement -- United States.
212	Where Does Racism Reside: Exploring the Lived Experiences of Underrepresented African American Students Pursuing Medical Degrees at Post-Secondary Educational Institutions Robinson-Grafton, Lena L. January 2021 (has links) No description available. Adult Education African Americans Higher Education Public Health Science Education Medicine Health Care Systemic racism Diversity, equity and inclusion STEM underrepresented minorities in medicine African American students resilience power health disparities
213	Creating College-Going Cultures for our Children: Narratives of TRIO Upward Bound Program Alumni Ramsey, Ieesha O. January 2019 (has links) No description available. Education Secondary Education Higher Education TRIO Upward Bound Program First-Generation College Students College-Going Culture Forms of Capital Cultural Capital Social Capital Funds of Knowledge College Access Parental Involvement Student Success African-American Students
214	Oral History of School and Community Culture of African American Students in the Segregated South, Class of 1956: A Case Study of a Successful Racially Segregated High School Before Brown Versus Board of Education Doyle, Larry O., Sr. January 2020 (has links) No description available. African American Studies African Americans American History Education History Educational Sociology Teacher Education African American students African American teachers African American achievement Oral history Segregated schools Desegregated Schools Peace Education
215	Skinfolk & Kinfolk: Social Capital, Fictive Kin, and Persistence Among Black Students at a Predominately White Institution Carson, Kerra Selekah January 2022 (has links) No description available. African American Studies African Americans Higher Education Higher Education Administration kin fictive kin persistence Black students Black undergraduates social capital phenomenology hermeneutic phenomenology retention Predominately White Institution PWI African American students African American undergraduates higher education college university
216	My Kids Will Never Go to (Urban) Public Schools: A Study of the African-American Middle Class’ Abandonment of Urban Public Schools Williams, Esther Lynette 24 July 2007 (has links) No description available. African-American middle class African-American parents critical race theory urban schools public schools school choice private school parochial schools African-American students social reproduction theory social capital cultural capital
217	A Comparison of Approaches to Closing the Achievement Gap in Three Urban High Schools in Ohio. Spanner Morrow, Minerva 05 December 2017 (has links) No description available. African Americans Hispanic Americans Multicultural Education Secondary Education Educational Leadership Achievement gap graduation rate African American students Hispanic students high school students equity diversity inclusion disparities Critical Race Theory academic achievement Ohio public schools Florida public schools civil rights
218	Ain’t I a Girl: Black Girls Negotiating Gender, Race, and Class Wahome, Samatha 19 October 2011 (has links) No description available. African Americans Black Studies Early Childhood Education Education Educational Sociology Gender Womens Studies Identity Black girls Black students African American students Early Childhood Elementary Education Peer Culture African American girls Race Class Gender Black feminism Endarkened feminism Peer relationships Sociocultural
219	Construction, administration, and validation of a test of oral language usage Harrison, Ronald 01 January 1978 (has links) We as teacher of English are faced with the task of preparing students for the world they will meet when they leave the classroom—a world that will judge them in part by their ability to manipulate the language to their advantage. And yet to measure the use of language, we rely almost exclusively on written measurements. It seems likely that students may easily learn to give the teacher the answer he wants on written tests of English usage. Oral tests are commercially available, but many are prohibitively expensive; others require hours of instruction before the teacher can consider himself qualified to administer the test; and still others include the measurement of so many varied objectives that they do not allow the teacher to pinpoint a particular language problem on which he may want to concentrate. Some oral tests have all of these drawback. It is hopes that a test of spoken English usage—one which directs itself to a specific language problem—can be constructed that will overcome the drawbacks mentioned above. And it is hoped that such a test will prove to be adaptable to classroom uses in much the same way that a written test would be; that is, it can be constructed by any classroom teacher. It is hoped that such a test can be proven valid. What form should a test take that is designed to measure spoken English usage and at the same time, is designed to be specific, usable, and readily adaptable to classroom use? Thesis University of North Florida UNF English language -- Negatives Oral communication -- Examinations Disability and Equity in Education Education Educational Methods
220	First strike : the effect of the prison regime upon public education and black masculinity in Los Angeles County, California Schnyder, Damien Michael 16 October 2012 (has links) My dissertation is an ethnographic analysis of a public high school in Southeast Los Angeles County. My research analyzes three issues that make major contributions to issues of race and gender within anthropology. First, my ethnography examines the linkages between the prison and public education systems. Second, I argue that as a means to control the movement of black bodies on campus, the public education system denies black students access to traditional spaces of black cultural autonomy. Third, I address the manner in which the public education system constructs and reinforces a particular type of deviant black masculinity with respect to black male youth. Building upon the school-to-prison pipeline scholarship, my dissertation examines the micro-processes by which public education as a state structure facilitates the movement of black male bodies into the labyrinth of the prison system. However, departing from the body of literature, I detail how the public education structure is an ideological and pragmatic extension of the organizational logic of prison. / text African American prisoners Prisons--Social aspects

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