Spelling suggestions: "subject:"africanamerican 4students"" "subject:"africanamerican studentents""
1 |
Fictive kinship, racial identity, peer influence, attitudes toward school, and future goals : relationships with achievement for African American high school students /Gladney, Lawana S., January 1998 (has links)
Thesis (Ph. D.)--University of Oklahoma, 1998. / Includes bibliographical references (leaves 115-120).
|
2 |
Embracing the text: reading achievement of African-American students-implications for educational leadersAskew, Jessalyn Roberson 01 May 2009 (has links)
National trends in reading indicate African-American students continue to perform lower than white students. Key findings from the 2005 Reading Report card show white students in grades 4 and 8 scored higher on average than black and Hispanic students. The purpose of this study was to determine if a Balanced Reading format had an impact on the reading achievement of African-American students. It further explored the effects of teacher instructional methods, lesson planning, and student demographics (gender, ethnicity, SES) on the reading achievement of African-American students. Research was conducted in a suburban K-5 elementary school using data generated by students sores for the Fall (pretest) and Spring (posttest) administration of Measures of Academic Progress (MAP) norm-referenced test in reading. Gain comparisons were determined using a Paired Samples t Test and An Analysis of Variance between the experimental and control groups as well as student demographic effects. Pre and post teacher lesson plans were evaluated using a High Definition Lesson Planning format to identify growth in lesson planning. Teacher instructional methods were evaluated utilizing an Observation Based Instructional Assessment (OBIA) instrument to identify the implementation of higher order thinking skills, identification of student academic needs, and the incorporation of student social experiences in the instructional delivery of reading by the teacher. The results of the study revealed gain scores for both the experimental and control groups indicating the Balanced Reading format for teaching reading is effective with students. Although both groups experienced gains, the experimental group's gain was higher further indicating the treatment of lesson plan evaluation using the HDLP and teacher instructional methods as evidenced through teacher observations using the OBIA instrument was effective in raising student achievement. Through an analysis of data, student demographics of SES and ethnicity revealed an effect on student gain scores based on results of MAP posttest data. The implications of this research for administrators is the importance of differentiating instruction through effective lesson planning to meet the needs of students and the incorporation of higher order thinking skills and questions during reading instruction based on student readiness, teaching reading strategies and skills and providing multiple opportunities for reading to promote student achievement in reading.
|
3 |
African American student perceptions of non-minority teachersBrown, Sunshine A. H. January 1998 (has links) (PDF)
Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.
|
4 |
Black students' perceptions of school personnel, extra-curricular activities, self, and students of other races in a predominantly white high schoolManuel, Edward. January 1979 (has links)
Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 111-123).
|
5 |
Impact of self-esteem and identification with academics on the academic achievement of African American studentsBell, Edward Earl. January 2009 (has links)
Thesis (Ed.D.)--Liberty University, 2009. / Includes bibliographical references.
|
6 |
Arts-based research, heuristic inquiry and art education self-study secondary studio motivation for African American students as a generalizable model /Drew, Deborah Lynn, January 2006 (has links)
Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 146-153).
|
7 |
A comparative study of opinions regarding selected guidance services among Negro and Caucasian secondary school students of different socio-economic levels /Cordry, Ronald E. January 1973 (has links)
Thesis (Ed.D.)--University of Tulsa, 1973. / Bibliography: leaves 130-135.
|
8 |
An investigation of conceptual knowledge urban African American middle school students' use of fraction representations and fraction computations in performance-based tasks /Canterbury, Sandra A. January 2007 (has links)
Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Christine Thomas, committee chair; Deborah Najee-Ullah, Barbara Kawulich, Clara Nosegbe-Okoka , Pier Junor-Clarke, committee members. Electronic text (286 p. : ill.) : digital, PDF file. Description based on contents viewed June 9, 2008. Includes bibliographical references (p. 233-256).
|
9 |
College success in non-traditional black students as a function of cognitive and affective variablesMurphy, Robert Keith, January 1976 (has links)
Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves [149]-174).
|
10 |
An analysis of elementary foreign language immersion education and its effect on African American student basic reading skills and attitudes of Milwaukee Spanish Immersion School 4th graders toward academic and recreation readingGee, Trisha J. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
|
Page generated in 0.0576 seconds