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.

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The purpose of this study was to gather data regarding the effectiveness of training in problem solving management by critical analysis. The focus of the study therefore, was to determine if training in problem solving management by critical analysis would increase levels of problem analysis and judgment productivity in a group of administrators. Previous research studies indicate positive relationships between training in problem solving and improved performance of administrators in their task efforts. Twenty-six administrative and supervisory staff members in an urban school district took part in the study. Using a randomized pretest-posttest research design, subjects were divided into an experimental and a control group. The experimental group was exposed to training sessions in problem management by critical analysis based upon writings by Elbing (1978), Drake (1976), Ennis (1962) and Rickards (1974). The control group received no training. All subjects were pretested using the Watson-Glaser Critical Thinking Appraisal, Form A. Following the training sessions with the experimental group, all subjects were post-tested using the Watson-Glaser Critical Thinking Appraisal, Form B. The Critical Thinking Appraisal Forms A and B thus yielded a numerical score for each of the five subtests on problem analysis and judgment productivity-inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. A null hypothesis was constructed to deal with experimental and control group comparison and possible differences with the training sessions functioning as the independent variable and the post-test scores functioning as the dependent variable. To determine if gains by any group were significant, a t-test was applied to the data. The .05 level of confidence was utilized to determine if data were significant. This analysis reported a gain in problem analysis and judgmental productivity in the experimental group and none in the control group. It was therefore concluded that the gain or differences reported in the post-test results, can be directly attributed to the training sessions in problem solving management by critical analysis.

The study was to determine the impact of a Professional Learning Community on student achievement as measured by the state's criterion referenced reading and mathematics achievement tests. Data for this study were extracted from the school district's student database. Two cohorts of 90 students each were randomly selected from a population of approximately 600 students in 3 schools that participated in a Professional Learning Community (treatment) and 3 schools that did not (control). Professional Learning Communities known as PLCs, can serve as a major theoretical framework to promote the improvement of classroom teachers' instructional practice, teacher effectiveness and student achievement. Reading and mathemtics mean scale scores were extracted at three time points (year 1, year 2, and year 3) across three grades (grade 3, grade 4 and grade 5). Test for equality of variance found that no statistically significant difference existed between the mean scale scores of the two cohorts at the beginning of the study. The findings revealed that both cohorts trend toward increased academic achievement from year to year individually; however, when compared to each other, no statistically significant difference existed. Further research is indicated to examine each PLC for implementation, support and leadership as they relate to the PLC and a focus on instruction and learning.

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This study examines the effects of the Breakthrough to Literacy (BTL) reading program on first grade African American males in two urban elementary schools in southeastern Virginia. The BTL computer enhanced reading program includes computer assisted instruction as a major component that research from the National Reading Panel (NRP) indicates is beneficial in the education of African American males (NRP, 2000). This is a comparative study utilizing quantitative methodology to report the reading outcomes of African American males in grade one and their teacher's perceptions of the BTL program. The study measures reading outcomes as well as teachers' perceptions of the BTL program. The treatment group consisted of the first grade populations from schools A and B who received the BTL treatment in kindergarten (2006-2007) and first grade (2007-2008). The treatment group was compared to schools C and D, the control group, who received the BTL treatment in kindergarten (2006-2007) only. The data were gathered to determine if there were mean gains from the treatment and control groups through pre and posttests. Frequency, mean, and standard deviation were calculated for each variable. Inferential statistics were used to determine mean differences and comparisons among both groups' reading results. To determine if there was a difference in the reading outcomes of African American males who received the BTL treatment as compared to other racial/ethnic groups and gender, ANOVAs were utilized. Overall results indicated higher level performance by the treatment group. The study also incorporated survey methodology to determine the utility of the BTL program on first grade students in the year 2007-2008 from a teacher's perspective. The teachers in the BTL treatment group were administered the Children's Software Evaluation Instrument Surveys (Children's Software Revue, 2008). Out of a 5-point Likert scale, teachers rated the overall value of the BTL program as good (Overall rating 4.0). The teachers also gave overall ratings of good (4.0) and excellent (5.0) in the following areas: Childproof; Ease of Use; Entertaining; Design Feature; and Educational. / Ph. D.

The study of culturally relevant pedagogy (CRP) within a social and emotional learning (SEL) program is timely as it supports the increasing body of literature on narrowing the educational gaps prevalent among Black students. Current research is lacking regarding if and how educators utilize CRP to support the learning of SEL competencies with Black students. For this study, the tenets of cultural relevance, SEL competencies, and the leadership practices of one urban district seeking to increase its overall accountability rating as deemed by the state of Texas were examined. The purpose of this study was to determine the adequacy of the district's response to the needs of Black students in terms of cultural relevance when selecting a SEL program and developing a support plan for the program's implementation at the campus level. A secondary purpose was to examine the extent to which the district embedded CRP practices into their adopted SEL program. A qualitative exploratory research design and case study research approach were utilized. Documents related to the SEL program chosen by the district were analyzed. In addition, semi-structured interviews with district leaders and a focus group with campus administrators were conducted. It was found that there were no direct actions by the district toward ensuring that district's SEL program was culturally relevant nor was there support provided to ensure that SEL was implemented in a way that would be meaningful to Black students. Implications for future practice, recommendations for future research, and a researcher reflection serve as the conclusion.

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