African American Males Achievement In Literacy At A Medium Sized School District
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| Author | : Sheila Long |
| Publisher | : |
| Total Pages | : 316 |
| Release | : 2017 |
| Genre | : Academic achievement |
| ISBN | : |
The purpose of this mixed methods study was to determine how culturally relevant pedagogy affects African American males' academic achievement in literacy. The study examined the perceptions of third grade teachers and third grade African American male students about the use of culturally relevant pedagogy in their classrooms. Culturally relevant pedagogy is defined operationally as "student-centered approach to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world." Culturally relevant pedagogy is consistent with students' values and culture that ensures academic achievement while still meeting the expectations of the school district and state requirements. This study was a sequential explanatory mixed method study. Phase one of the study was a quantitative survey of 20 questions that was completed by 8 3rd grade teachers. A small sample size. The data was analyzed using matched pair T-Test of teachers' perceptions of culturally responsive literacy use in the classrooms and African American males' vocabulary. In addition to the surveys, Pre- and Post-Vocabulary Tests were collected from 47 3rd grade African American males who attend school in this predominantly white school district. Phase II of the study was a convenience sample of 9 3rd grade teachers and 19 African American males 3rd grade students. I investigated the students' perceptions of culturally responsive pedagogy through the use of the Journeys (2013) basal series in classrooms. The data was collected and analyzed using interviews and observations. The following questions were addressed to explore the research topic: First, how does the use of culturally responsive pedagogy increase African American males' achievement in literacy as measured by I-Ready assessment? Second, what perceptions do teachers have about the use of culturally responsive pedagogy in their classrooms? Third, what perceptions do third grade African American male students have about the use of culturally responsive pedagogy in their classrooms? The findings of the study showed that African American males' literacy scores increased with the implementation of culturally responsive pedagogy using the Journeys' (2013) Basal series.
| Author | : Alfred W. Tatum |
| Publisher | : Taylor & Francis |
| Total Pages | : 188 |
| Release | : 2023-10-10 |
| Genre | : Education |
| ISBN | : 1003843603 |
The racial achievement gap in literacy is one of the most difficult issues in education today, and nowhere does it manifest itself more perniciously than in the case of black adolescent males. Approaching the problem from the inside, author Alfred Tatum brings together his various experiences as a black male student, middle school teacher working with struggling black male readers, reading specialist in an urban elementary school, and staff developer in classrooms across the nation. His book, Teaching Reading to Black Adolescent Males: Closing the Achievement Gap' addresses the adolescent shift black males face and the societal experiences unique to them that can hinder academic progress. With an authentic and honest voice, Tatum bridges the connections among theory, instruction, and professional development to create a roadmap for better literacy achievement. He presents practical suggestions for providing reading strategy instruction and assessment that is explicit, meaningful, and culturally responsive, as well as guidelines for selecting and discussing nonfiction and fiction texts with black males. The author' s first-hand insights provide middle school and high school teachers, reading specialists, and administrators with new perspectives to help schools move collectively toward the essential goal of literacy achievement for all.
| Author | : Vernon C. Polite |
| Publisher | : Teachers College Press |
| Total Pages | : 590 |
| Release | : 1999 |
| Genre | : Education |
| ISBN | : 0807776459 |
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 | : Olatokunbo S. Fashola |
| Publisher | : Corwin Press |
| Total Pages | : 321 |
| Release | : 2005-03-23 |
| Genre | : Education |
| ISBN | : 1483351602 |
Engage in exploratory discussion on African American male achievement. Why do some students return to school year after year excited and engaged? Why do other students dread school, have negative feelings toward school, or feel unequipped by the challenge or demands of school? Educating African American Males offers multiple perspectives on this topic from top scholars in the field of urban education. Contributions in this book represent the proceedings from a conference co-sponsored by the U.S. Department of Education and Howard University and devoted to African American male achievement. This exciting new resource brings this important discussion to the field and offers unique perspectives covering sociological, emotional, economic, pedagogical, and cognitive realms. Educating African American Males makes bold strides in moving away from low test scores, high dropout and expulsion rates, and high disciplinary problems, and toward the constructive aim of achieving high-quality education for all students.
| Author | : Theodore S. Ransaw |
| Publisher | : MSU Press |
| Total Pages | : 175 |
| Release | : 2016-04-01 |
| Genre | : Education |
| ISBN | : 1628952628 |
Closing the Education Achievement Gaps for African American Males is a research-based tool to improve the schooling experience of African American males. Editors Theodore S. Ransaw and Richard Majors draw together a collection of writings that provide much-needed engagement with issues of gender and identity for black males, as well as those of culture, media, and technology, in the context of education. The distinguished and expert contributors whose work comprises this volume include an achievement-gap specialist for males of color, two psychologists, a math teacher, an electrical engineer, a former school principal, a social worker, and a former human rights commissioner. From black male learning styles to STEM, this book shows that issues pertaining to educational outcomes for black males are nuanced and complex but not unsolvable. With its combination of fresh new approaches to closing achievement gaps and up-to-date views on trends, this volume is an invaluable resource on vital contemporary social and educational issues that aims to improve learning, equity, and access for African American males.
| Author | : Cherrel Miller Dyce |
| Publisher | : IAP |
| Total Pages | : 127 |
| Release | : 2021-04-01 |
| Genre | : Education |
| ISBN | : 1648024610 |
A major premise of the book is that teachers, school leaders, and school support staff are not taught how to create school and classroom environments to support the academic and social success of Black male students. The purpose of this book is to help champion a paradigmatic shift in educating Black males. This books aims to provide an asset and solution-based framework that connects the educational system with community cultural wealth and educational outcomes. The text will be a sourcebook for in-service and pre-service teachers, administrators, district leaders, and school support staff to utilize in their quest to increase academic and social success for their Black male students. Adopting a strengths-based epistemological stance, this book will provide concerned constituencies with a framework from which to engage and produce success.
| Author | : Aaron M. Johnson |
| Publisher | : Teachers College Press |
| Total Pages | : 225 |
| Release | : 2019 |
| Genre | : Education |
| ISBN | : 0807761052 |
Through research data and conversations among teachers, "A Walk in Their Kicks" explores the impact that trauma has on the lives of African American students, examines how teachers' perceptions of these students influence text selection and instruction, and identifies the conditions that need to be present to engage African American male students in literacy. The author believes that literacy gave him a future as an African American male. He calls for educators to transform schools into environments that are free of negative assumptions about African American males and provides recommendations for engaging in this work. -- From publisher's description.
| Author | : Shawn Anthony Robinson |
| Publisher | : Taylor & Francis |
| Total Pages | : 127 |
| Release | : 2019-11-13 |
| Genre | : Education |
| ISBN | : 1000764303 |
This timely book tackles underlying issues that see disproportionate numbers of African American males with dyslexia undiagnosed, untreated, and falling behind their peers in terms of literacy achievement. Considering factors including dialectic linguistic difference, limited phonological awareness, and the intersectionality of gender, language, and race, the studies included in this volume illustrate how classroom practices at preschool and elementary levels are failing to support students at risk of reading and writing difficulties. Promoting Academic Readiness for African American Males with Dyslexia shows that it is possible to provide every girl and boy, and particularly African American boys with effective support and appropriate interventions enabling them to read at a level that is conducive to ongoing academic performance and success. This, argue the authors of this volume, is vital to the social, emotional, moral, and intellectual development of our society. This edited volume was originally published as a special issue of Reading & Writing Quarterly: Overcoming Learning Difficulties. It will be of great interest to graduate and postgraduate students, researchers, and academics in the field of African-American Education, Educational Equity, Race studies, Multiple learning difficulties and Literacy development.
| Author | : Darrell Cleveland Hucks |
| Publisher | : Springer |
| Total Pages | : 163 |
| Release | : 2014-11-26 |
| Genre | : Education |
| ISBN | : 9462098093 |
New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males takes you on a journey into the lives of three families of African American males, each with an elementary aged boy. Bear witness to each boy’s observations and insights on his current schooling experiences, also hear what older males in his family have to say regarding their schooling experiences. Employing qualitative methodology to include their frequently unheard voices in educational research, this book endeavors to move toward correcting this oversight. New Visions of Collective Achievement graciously offers each of us, as stakeholders, a most precious gift: a theoretical and practical framework to effect real, meaningful, and long-lasting change if we are courageous enough to take heed. “This refreshingly clear and focused book presents a comprehensive discussion on the schooling experiences of African American males across generations. This invaluable resource should be required reading for all educators who work with this population to show the value of education in the African American community.” – Chance W. Lewis, Ph.D. Carol Grotnes Belk Distinguished Professor of Urban Education, UNC Charlotte “New Visions of Collective Achievement provides educators with an important insight into the ways Black males experience their education across time. Through groundbreaking research presented in the voices of three generations of Black males, this book commands attention and calls for multiple stakeholders in our schools and communities to work together to cultivate and advance the social and academic well-being of Black males.” – Yolanda Sealey-Ruiz, Ph.D. Assistant Professor of English Education, Teachers College, Columbia University “New Visions encapsulates the spirit of African American males who are separated by generations, yet bound by a collective struggle against social injustice and a desire for success. Dr. Hucks invokes a reverence for historical oppression, an awareness of present day opportunities and barriers, and a visionary path for future generations of Black men.” – Ivory A. Toldson, Ph.D. Editor-in-Chief, The Journal of Negro Education; Associate Professor, Counseling Psychology Program, Howard University
| Author | : Na'ilah Suad Nasir |
| Publisher | : Teachers College Press |
| Total Pages | : 161 |
| Release | : 2018-12-28 |
| Genre | : Education |
| ISBN | : 0807761079 |
"We Dare Say Love" takes up the critically important issue of what it means to educate Black male students in a large urban district. It chronicles the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District, following a small group of Black male educators who changed district policy and practice to create a learning experience for Black boys rooted in love. The book takes readers inside the classrooms and inside the heads and hearts of program founders, leaders, and instructors to understand their pedagogy of care. It also elucidates the rituals, beliefs, and practices that created a classroom environment that held high expectations for the engagement and achievement of Black boys and provided a space for Black male students to blossom. Book Features: A model of a successful initiative that confronted the very real issues of racism that exist within schools. A curriculum that builds on the cultural history of African Americans, with a focus on family and community relationships. Chapters that provide the research evidence and also speak from the perspective of the educators themselves. Reflection chapters by leading experts on Black male achievement, including Tyrone Howard and Pedro Noguera. Guidance for teachers, administrators, and district leaders wishing to improve education for Black male students.
