This qualitative single-case study was conducted to ascertain the effective factors necessary to successfully launch a single-gender elementary school for Black males in an urban setting. This analysis examines effective pedagogical practices and successful elementary-aged models that address the social emotional and academic needs of Black males within New York City. Two research questions guided the framework of this study: (a) in single-gender elementary schools for Black males, what factors contribute to their academic and social-emotional growth and development? and (b) In what ways do school design, context, and leadership practice inform the academic and social-emotional growth and development of students of single-gender schools for Black males? Qualitative research methodology was used for this study. Data collection through field observations and elite individual interviews included the participation of key stakeholders including administrators and educators. The findings, data analysis, and evaluation of the site visit served as a blueprint to highlight the components necessary to accelerate the achievement of Black males.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/D8V42BNK |
| Date | January 2018 |
| Creators | Robinson III, M. Louis |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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