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Author: Erroll Royal Publisher: ISBN: Category : African American students Languages : en Pages : 109
Book Description
This study investigated the impact of teacher motivation in promoting academic achievement among African American male students in an urban middle school in northeast North Carolina. In this quantitative study, the sample population was comprised of fifty 7th grade students and fifty 8th grade students. Eight teachers, (four science teachers, and four math teachers) both male and female were given the Teacher Efficacy Scale (see Appendix G). The results revealed that there was no relationship between teacher motivation and academic achievement among African American male students. Further research should include similar studies that would examine the impact of teacher motivation on academic achievement among African American male students based on the gender and years of experience of the teacher. The implications of this study will provide a basis for teacher education programs to offer more sensitivity training for all prospective teachers in dealing with the African American male student utilizing quantitative and qualitative research designs. Therefore, more research in this particular field of education is suggested.
Author: Erroll Royal Publisher: ISBN: Category : African American students Languages : en Pages : 109
Book Description
This study investigated the impact of teacher motivation in promoting academic achievement among African American male students in an urban middle school in northeast North Carolina. In this quantitative study, the sample population was comprised of fifty 7th grade students and fifty 8th grade students. Eight teachers, (four science teachers, and four math teachers) both male and female were given the Teacher Efficacy Scale (see Appendix G). The results revealed that there was no relationship between teacher motivation and academic achievement among African American male students. Further research should include similar studies that would examine the impact of teacher motivation on academic achievement among African American male students based on the gender and years of experience of the teacher. The implications of this study will provide a basis for teacher education programs to offer more sensitivity training for all prospective teachers in dealing with the African American male student utilizing quantitative and qualitative research designs. Therefore, more research in this particular field of education is suggested.
Author: Baruti K. Kafele Publisher: ASCD ISBN: 1416609598 Category : Education Languages : en Pages : 131
Book Description
This thought-provoking book from award-winning educator Baruti K. Kafele offers proven strategies that teachers and administrators can use to motivate and engage black male students at the middle and high school levels.
Author: Baruti K. Kafele Publisher: ASCD ISBN: 1416608575 Category : Education Languages : en Pages : 130
Book Description
This thought-provoking book from award-winning educator Baruti K. Kafele offers proven strategies that teachers and administrators can use to motivate and engage black male students at the middle and high school levels.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
Numerous studies in the educational literature have reported the concern educators and community members have over the achievement gap between African American and white males. African American males currently score below white Americans on most standardized tests. Research has shown that this gap leads to serious negative consequences for African American males, such as suspensions, nonpromotions, school dropout, unemployment, crime, and incarceration. More effort is needed to improve these students' academic performance. Existing studies involved programs that focused in academic achievement. In this qualitative study, the researcher explored the African American male students' perceptions of instructional strategies used in the classroom and whether those strategies influenced their academic needs. The case study focused on factors that influenced improved academic achievement in African American males by examining the students' perceptions of instructional strategies, teachers' instructional beliefs, and comparing the similarities and differences to those in the current literature. Data were obtained through interviews and observations of 12 African American males, 2 teachers, and school administrators in a middle school. Findings revealed that the middle-school-aged African American males preferred lessons that were related to their real-life experiences and to their future. The more fun and stimulating the lessons, the greater their interest in learning. Family members, role models, and teachers had the greatest influence on students' motivation to learn. These findings support the need for staff development that includes extrinsic and intrinsic motivation. Teachers need to understand the value that encouragement can bring to African American males, and, as significant, teachers must understand the males themselves--what their needs and concerns are, and how to motivate them.
Author: Charlie Howell (III) Publisher: ISBN: Category : Academic achievement Languages : en Pages : 0
Book Description
Throughout the United States, the academic achievement gap between African American and White students has been a growing concern. The purpose of this single-case study was to explore upper-elementary African American students’ perceptions of effective motivational and instructional strategies in an eastern North Carolina private school. The self-determination theory of Ryan and Deci guided this study in exploring the central question: What instructional strategies have teachers used at the Center of Excellence to improve the motivation of African American students within the classroom? In addition, three sub-questions were considered: What instructional strategies have teachers used to foster autonomy among African American students? What instructional strategies have teachers used to foster relatedness among African American students? What instructional strategies have teachers used to help African American students become competent? This single-case study employed classroom observations, interviews, and documents as data sources. The researcher analyzed the data to identify themes and then to assign codes to them. Four themes emerged: Differentiated Instruction (or Differentiation), Teacher Affirmation, Cultural Awareness, and Relationships. The findings of this study determined that self-determination theory is a viable option for increasing the motivation of African American students. This study's findings also confirm that school systems can impact African Americans who suffer academically and lack motivation by providing professional development to teachers about instructional strategies.
Author: Alfred Brinkley Publisher: Lulu.com ISBN: 1483404951 Category : Education Languages : en Pages : 120
Book Description
Many African American males are headed down the wrong paths in school and society, but that's mostly because we as a community do not understand the challenges they face. In this guide, Dr. Alfred Brinkley, an African American studies scholar and alternative school administrator, explores how to boost the odds of success for at-risk, African American males. He focuses on helping teachers, parents, and students to promote a lifetime love of reading; narrow the achievement gap; encourage self-esteem and intrinsic motivation; and hone parenting and mentoring skills. Leaving your comfort zone and learning why this group of students needs support can better equip you to establish a relationship based on mutual respect. Educating, inspiring, and motivating at-risk African American males requires a support system that can prepare them to succeed. Students, parents, teachers, administrators, and community leaders can begin to do their part with Courageous Expectations.
Author: Andrea Debruin-Parecki Publisher: Routledge ISBN: 1134581319 Category : Education Languages : en Pages : 143
Book Description
Making School Count reports on four years of classroom research in which alternative teaching strategies, designed to motivate under-achieving inner-city, African-American middle school students were used and evaluated. The book offers insights into the discrepancy between students' academic dreams (their high performance aspirations) and the realities of their classroom performance. Issues include: *the authors' convictions that the disproportionate under-achievement of African-American students is the result of inappropriate teaching strategies *the prevalent use of a Eurocentric curriculum *results of the authors' research *a guide for teachers wishing to carry out their own research *a study of the collaboration between a university and a schools in an attempt to bring about change from the ground up.
Author: Dennisha Murff Publisher: IAP ISBN: 1641139188 Category : Education Languages : en Pages : 149
Book Description
In Culturally Responsive Pedagogy: Promising Practices for African American Male Students, I take us on a journey into teachers’ perceptions of the impact of implementing culturally responsive pedagogical (CRP) practices on the student learning outcomes of African American male students. The book also helps to identify teachers’ perceptions of the CRP strategies needed in the elementary school setting to address the diverse needs of African American male students. I share the story of educators from a large, diverse elementary school in an urban school district, who have made it their mission to provide African American male students with culturally responsive learning environments where they can thrive. Throughout the book, I make it clear that the implementation of CRP practices has a direct impact on the student learning outcomes of African American male students. The book provides additional research into the existing literature on CRP practices. Through a case study approach, my work allows for additional insight into the potential impact of CRP practices on the student learning outcomes of African American male students in an urban elementary school setting. The book takes us on a journey of highs and lows, ups and downs, and failures and successes. Throughout the book, rich, detailed stories and descriptions are shared based on classroom observations, interviews, and student learning outcomes collected from three elementary school teachers from diverse backgrounds and various years of experience. Classroom observations were conducted using the Culturally Responsive Instruction Observation Protocol™ (CRIOP) instrument to assess the practices being implemented in the classroom. As I focused on the hard realities that face African American male students in today’s classrooms, I identified six emerging themes, including one overarching emerging theme, and three promising practices that surfaced during my research. The CRP practices implemented proved helpful toward increasing learning outcomes for African American male students, and, ultimately, closing the achievement gap. As an African American educator, I have been able to see how the lack of culturally responsive practices creates learning obstacles for African American male students. These learning obstacles continue to plague a group that has been historically marginalized in our society. The implementation of CRP practices provides educators with an avenue to remedy a social justice issue that has plagued our nation for years. The information shared in this book can be beneficial for all those invested in closing the achievement gap and increasing student learning outcomes through the use of culturally responsive practices, including pre-service and in-service teachers, administrators, caregivers, community advocates, educational researchers, and policy makers.
Author: Cynthia Hudley Publisher: Oxford University Press ISBN: 0190208090 Category : Psychology Languages : en Pages : 336
Book Description
Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This edited volume will argue that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, and extrinsically guided values and rewards. They address three specific conceptual questions: How do differences in academic motivation for diverse groups of students change over time? How do students' social cognitions influence their motivational processes and outcomes in school? And what has been done to enhance academic motivation? To answer this last question, the contributors describe empirically validated intervention programs for improving academic motivation in students from elementary school through college.
Author: Vernon C. Polite Publisher: Teachers College Press ISBN: 0807776459 Category : Education Languages : en Pages : 590
Book Description
In this groundbreaking and timely volume Vernon Polite and James Earl Davis have brought together the perspectives and research findings of eminent scholars who study the educational and social lives of African American males. The result is a volume that brims with new outlooks and viewpoints—a refreshing departure from pervasive and oftentimes stereotypical literature about the African American male experience—and gives the reader access to prevalent issues affecting this population today. Thoughtful attention is paid to broader outcomes such as educational attainment, job procurement, and quality of life. These topics are discussed against the backdrop of student background and schooling with the overall aim of improving the academic and social outcomes of this population. “At last, a comprehensive look at the most salient issues that affect the future of African American men. This book provides much more than a ray of hope; it is replete with recommendations and practices that, if implemented, will positively impact educational and social outcomes. Every educator and parent who grapples with the dilemma of educating Black boys and young men should read this book.” —Robert Peterkin, Ph.D., Harvard University's Urban Superintendents Program “School administrations serious about addressing the underachievement and underdevelopment of African American boys and youths will find in this book theoretical and methodological approaches (e.g., practical, just–in–time strategies for implementation). . . . This book will empower readers who are committed to equity and excellence for African American male students.” —Gwendolyn J. Cooke, Ph.D., Director, Urban Services, National Association of Secondary School Principals
Author: Erroll Royal
Author: Erroll Royal
Author: Baruti K. Kafele
Author: Baruti K. Kafele
Author: 
Author: Charlie Howell (III)
Author: Alfred Brinkley
Author: Andrea Debruin-Parecki
Author: Dennisha Murff
Author: Cynthia Hudley
Author: Vernon C. Polite