Author: Gwendolyn LaVerne CoffiePublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 254
Book Description
The Effects of Perceived Classroom Climate on the Academic Achievement of Black Students in Predominantly Black Associate Degree Nursing Programs
Author: Gwendolyn LaVerne CoffiePublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 254
Book Description
Associate Degree Nursing Education
Author: Patricia T. HaasePublisher: Duke University Press
ISBN: 9780822309833
Category : Reference
Languages : en
Pages : 344
Book Description
This volume offers a comprehensive listing, from the development of the Associate Degree Nursing (ADN) program in 1948 to the present, of all literature related to the ADN program. Any item related to the degree programs and their contributions, the AD nurses, their relation to nurses trained in other programs, and their role in the health care system is included. Published and unpublished items as well as dissertations, research reports and monographs, state and federal government documents, materials issued by state and national nursing groups, journal articles, and books are listed.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 700
Book Description
Curriculum Planning for Better School Revised Ed.
Author: Publisher: Rex Bookstore, Inc.
ISBN: 9789712322679
Category : Curriculum planning
Languages : en
Pages : 756
Book Description
Annual Commencement
Author: Stanford UniversityThe Psychology and Mental Health of Afro-American Women
Author: Glenell S. YoungPublisher:
ISBN:
Category : Psychology
Languages : en
Pages : 116
Book Description
719 entries to books and pamphlets, chapters, journal articles, theses, and dissertations, most published since the 1970s. Arranged according to form of literature.
Social Psychological Normative Academic Climate in Desegregated and Predominantly Black Elementary and Middle Schools
Author: John R. CookPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 408
Book Description
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 768
Book Description
African-American Students' Perceptions of Their Student-teacher Relationship with White College Instructors and Academic Achievement While Enrolled in Early College High School
Author: Monica S. WomackPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 200
Book Description
The primary purpose of this qualitative study was to gain a more in-depth understanding of the student-teacher relationships and academic achievement of seven African American students who are from the millennial generation. This in-depth understanding was based on their perceptions of their student-teacher relationships with White college faculty members while they were enrolled in Early College High School. Early College High School (ECHS) is a specific type of dual enrollment program that provides the opportunity for high school students to enroll in high school and college courses and simultaneously earn their high school diploma and college credits toward an Associate Degree. Students begin their ECHS experience in the ninth grade. The seven participants in this study were all in their senior year of ECHS who had more experiences with White college faculty members at a Predominantly White Institution (PWI) than any other students in the program. Based on the analysis of the transcripts from an interview questionnaire, semi-structured interviews, classroom observations, and a focus group the emergent themes indicated that students perceived their student-teacher relationships as interactive and interpersonal, additionally they defined their personal definition of academic achievement as learning perseverance. The students felt as if their college instructors cared about them authentically which contributed to them working harder; however, caring instructors were less important than the positive self-image they believed academic achievement gave them as African Americans in society and their communities. The concept of care in this study was operationalized through Critical Race Theory, an Ethic of Care, and Womanist Caring.
Black American Students in An Affluent Suburb
Author: John U. OgbuPublisher: Routledge
ISBN: 1135625530
Category : Education
Languages : en
Pages : 330
Book Description
John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *Community factors--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.