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No description available.

A case study of the experiences of six African American male teachers in a southern K-12 school district is presented in this study. The purpose of this study was: 1) to hear the voices of African American male teachers in a selected urban school district; 2) to identify the factors that contribute to their job acceptance decisions; 3) to gain an in-depth understanding of why teachers chose teaching as a profession; 4) to determine and understand the nature of the professional lives of these teachers; and finally, 5) to advance our existing knowledge base in attracting African American males to our nation's classrooms. The data collection process consisted of one-on-one, open-ended interview questions with six highly qualified African American male public school teachers in a K-12 school district in the Southern region of the United States. The key themes which emerged through data analysis include: (1) nobility associated with the teaching profession; (2) compassion associated with the teaching profession; (3) stability associated with the teaching profession; (4) family and community influences; (5) life experiences and (6) I was not recruited: I chose this district. Ethic of Care and Critical Race theoretical frameworks were the foundation for the study.

Thesis (M.Ed.)--Kutztown State College, 1966. / Source: Masters Abstracts International, Volume: 45-06, page: 2770. Typescript. Includes bibliographical references (leaves [73]-75)

Thesis (Ed. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 153-158).

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 3, 2006. Dissertation Committee: Sally B. Pancrazio (chair), Elizabeth Lugg, Larry McNeal, James D. Dixon. Includes bibliographical references (leaves 171-176) and abstract. Also available in print.

Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 212-215).

With the exception of metropolitan school systems, it has been only during recent years that districts have felt the need for written board policies. '!'his need was generated by the stimulus of increased population growth and mobility especially since World War II, With growing numbers of children entering school, districts were forced to grow and change to meet the new demands made on them, No longer was it possible to conduct school affairs with the informality characterized by the "little rod schoolhouse". Increased size and the concomitant problems inherent in delegation of authority and implementation of pollcy throughout the school system encouraged school districts to organize their operations more efficiently. 'l'his necessitated the codification and systematization of the policies by which the district functions. As districts grew and the operation or school plants became more complex, school boards and administrators began to realize that school policies must be in writing to avoid administrator-board misunderstandings and community dissension.

Many school systems throughout the United States have presented and tried various all-year-round school plans. The ever changing social and economic conditions of educational problems. Occasionally a practical solution of these has been to alter the conventional nine month school program to an all-year school plan. This has not always proven advantageous because boards of education many times failed to ascertain parental reaction before implementing the new educational program.

Boards of education throughout the country are cognizant of the shortage of well qualified elementary school teachers. There has been considerable competition among school boards for the limited supply of teachers, so much so that teachers have been tempted to move from place to place, standards of teaching proficiency have been lowered, and little relief of the general shortage has been achieved. When a school system has succeeded in filling all teacher vacancies, too frequently complacency reigns until the beginning of another school year. When the quantitative shortage of teachers is compounded by a recognition of the persistent qualitative shortage, the situation becomes critical, and its solution is a challenge to the best professional and lay minds in the country. Boards of education and public school administrators have a major responsibility, one that they dare not ignore. Their chief business is to employ competent teachers and to create a favorable situation in which these capable teachers can work.