Bibliographies thématiques / African American high school students – Attitudes – Fiction

Littérature scientifique sur le sujet « African American high school students – Attitudes – Fiction »

Auteur : Grafiati

Publié le 25 juillet 2024

Mis à jour le 26 juillet 2024

Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres

Choisissez une source :

Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « African American high school students – Attitudes – Fiction ».

À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.

Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.

Articles de revues sur le sujet "African American high school students – Attitudes – Fiction"

Thomas, John P. « Influences on Mathematics Learning and Attitudes among African American High School Students ». Journal of Negro Education 69, n^o 3 (2000) : 165. http://dx.doi.org/10.2307/2696230.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Witherspoon, Karen McCurtis, Suzette L. Speight et Anita Jones Thomas. « Racial Identity Attitudes, School Achievement, and Academic Self-Efficacy Among African American High School Students ». Journal of Black Psychology 23, n^o 4 (novembre 1997) : 344–57. http://dx.doi.org/10.1177/00957984970234003.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Marryshow, Derrick, Eric A. Hurley, Brenda A. Allen, Kenneth M. Tyler et A. Wade Boykin. « Impact of Learning Orientation on African American Children’s Attitudes toward High-Achieving Peers ». American Journal of Psychology 118, n^o 4 (1 décembre 2005) : 603–18. http://dx.doi.org/10.2307/30039088.

Texte intégral

Résumé :

Abstract This study examined Ogbu’s widely accepted thesis that African American students reject high academic achievement because they perceive its limited utility in a world where their upward mobility is constrained by racial discrimination. Boykin’s psychosocial integrity model contends that Black students value high achievement but that discrepancies between their formative cultural experiences and those imposed in school lead them to reject the modes of achievement available in classrooms. Ninety Black children completed a measure of attitudes toward students who achieve via mainstream or African American cultural values. Participants rejected the mainstream achievers and embraced the African American cultural achievers. Moreover, they expected their teachers to embrace the mainstream achievers and reject those who achieved through high-verve behavior. Results suggest that Boykin’s thesis is a needed refinement to Ogbu’s ideas. They indicate that Black children may reject not high achievement but some of the mainstream cultural values and behaviors on which success in mainstream classrooms is made contingent.

Styles APA, Harvard, Vancouver, ISO, etc.

Lewis, Jeffrey L., et Eunhee Kim. « A Desire to Learn : African American Children's Positive Attitudes toward Learning within School Cultures of Low Expectations ». Teachers College Record : The Voice of Scholarship in Education 110, n^o 6 (juin 2008) : 1304–29. http://dx.doi.org/10.1177/016146810811000602.

Texte intégral

Résumé :

Background Scholars are bringing much-needed attention to the persistent problem of academic underachievement among African American children in the United States, who continue to lag behind White school children in all socioeconomic groups. This is especially true of impoverished African Americans. Although some link these outcomes to poor student attitudes, recent scholarship casts doubt on the prevalence and significance of the role of adversarial attitudes on school outcomes. In addition, most of the extant research of student attitudes among African American students reflects research with middle school and high school students. We know little about the attitudes of elementary-age African American children living in low-income neighborhoods. Focus of Study This qualitative study aims to address this gap in our knowledge by examining whether oppositional attitudes toward learning prevail among African American children attending two low-income urban elementary schools in California. We also examine how what African American children say they want in teachers relates to what we document as good teaching. Research Design This study used a qualitative design that included face-to-face interviews with children, participant observation in the school and after-school labs, and videotape of classroom interactions in after-school sites. We helped establish the after-school sites as pedagogical laboratories designed to examine how less skilled teachers learn to improve their practice and how children learn with an exemplary teacher. Data Analysis We content-analyzed interview data to examine how children defined and described effective and ineffective teaching. We also used content analysis of participant observations to assess school climate and institutional culture. We developed a code manual to content-analyze videotaped lab data to identify characteristics of the after-school lab that supported positive and productive classroom behaviors in the students. Conclusions We conclude that low-come urban children do want to learn, regardless of their actual demonstrated ability levels, and they appear to be resilient in this respect. We found that elementary school-age low-income African American children are aware of strengths and deficiencies in their teachers and can name each explicitly. Even within controlling or negative school environments that reflect a pervasive culture of low expectations, they overwhelmingly expressed a desire for teachers who treated them well, helped them learn, and who were fair and caring toward them. Moreover, given the opportunity to work with a teacher who worked with them in ways consistent with what they looked for in good teachers, the children in our study responded with productive classroom behaviors.

Styles APA, Harvard, Vancouver, ISO, etc.

Campano, Gerald, María Paula Ghiso et Lenny Sánchez. « “Nobody Knows the . . . Amount of a Person” : Elementary Students Critiquing Dehumanization through Organic Critical Literacies ». Research in the Teaching of English 48, n^o 1 (1 août 2013) : 98–125. http://dx.doi.org/10.58680/rte201324161.

Texte intégral

Résumé :

This article draws on a four-year practitioner research study of a university partnership with an all-boys public elementary school to analyze students’ socially situated literacy practices thatoccurred on the margins of a curriculum driven by high-stakes testing. We bring together critical literacy (Freire, 2007; Janks, 2010; Luke, 2000), realist theory (Alcoff, 2006; Mohanty, 1997;Moya, 2001), and Gramsci’s (1971) conception of the organic intellectual to provide a layered framework for understanding how students at our research site mobilized their cultural identitiesfor critical ends, what we define as “organic critical literacies.” Through illustrative examples of third- and fourth-grade African American boys’ interactions with fiction and nonfiction texts,we examine how students critiqued common ideologies that devalued them, their school, and their city, and enacted more humanizing visions. The elementary students whose work we featurewere realizing their capacities as emerging organic intellectuals, translating their singular critical insights and observations into a broader dialogue that had more universal resonance. Weconclude by discussing the educational, epistemological, and ethical implications of our study.

Styles APA, Harvard, Vancouver, ISO, etc.

Noell, John, Dennis Ary et Terry Duncan. « Development and Evaluation of a Sexual Decision-Making and Social Skills Program : "The Choice is Yours-Preventing HIV/STDs" ». Health Education & ; Behavior 24, n^o 1 (février 1997) : 87–101. http://dx.doi.org/10.1177/109019819702400109.

Texte intégral

Résumé :

A series of interactive videodisc programs designed to reduce HIV/STD risk behaviors was developed and evaluated. Separate programs were developed for each of three race/ethnicities (African American, Hispanic, and Caucasian) at each of two age levels (middle school and high school) using extensive formative procedures. Each program uses scenarios with extensive branching story lines to teach decision-making skills and socially appropriate responses to potentially risky sexual situations. In a randomized experiment with 827 students, significant changes were observed at posttest for the four constructs assessed: (1) belief that sex occurs as a result of decisions (vs. "it just happens"), (2) belief that even a single incident of unprotected sex can result in an STD or pregnancy, (3) intentions and attitudes toward use of condoms, and (4) self-efficacy in remaining abstinent (i.e., avoiding sex). At 30-day follow-up, three of the four measures remained significant.

Styles APA, Harvard, Vancouver, ISO, etc.

Wu, Linden, Elizabeth A. Schlenk, Susan M. Sereika et Elizabeth Miller. « 3558 Do Recognition, Behavioral Intentions, and Attitudes of Adolescent Relationship Abuse (ARA) Serve as Protective Factors Against Future ARA and Cyber Dating Abuse (CDA) ? » Journal of Clinical and Translational Science 3, s1 (mars 2019) : 60. http://dx.doi.org/10.1017/cts.2019.141.

Texte intégral

Résumé :

OBJECTIVES/SPECIFIC AIMS: To create prevention strategies targeting ARA and CDA, it is critical to educate and mold adolescent recognition, behavioral intentions, and attitudes regarding healthy dating relationships. Thus, the purpose of this study was to examine if high school students’ recognition of ARA, the students’ behavioral intentional to intervene during ARA episode of someone they know, and the students’ attitudes about the importance of healthy relationship serve as a protective factors against experiencing ARA. Aim 1: Do baseline (T1) recognition, behavioral intentions, and attitudes serve as protective factors against experiencing ARA in high school students at 3-month follow-up (T2)? Aim 2: Do baseline (T1) recognition, behavioral intentions, and attitudes serve as protective factors against CDA in high school students at 3-month follow- up (T2)? METHODS/STUDY POPULATION: To examine the relationships between recognition, behavioral intentions, and attitudes of ARA and CDA, a secondary analysis using a descriptive correlational design was used to analyze electronic survey data from a large randomized controlled parent study. The parent study consisted of 1,011 high school students ages 14 to 19 years who sought health service through one of eight school-based health clinics in California. This secondary analysis consisted of 819 students, with 640 (78.1%) female, 178 (21.7%) males, and 1 (0.2%) transgender participant. There were 42 (5.1%) Caucasians, 141 (17.2%) Asians, 218 (26.7%) African Americans, 313 (38.2%) Hispanics, 42 (5.1%) American Indians/Alaskan Natives, and 63 (7.7%) students who responded multi-racial. To measure recognition of ARA, a 10-item, 5-point Likert scale was used with responses ranging from 1=“not abusive” to 5=“extremely abusive” (Cronbach’s a = 0.85). To assess behavioral intentions to intervene, a 5-item, 5-point Likert scale was used to ask participants how likely they would be to stop the ARA behavior if they witness a peer perpetrating ARA with responses ranging from 1=“very unlikely” to 5=“very likely” (Cronbach’s a = 0.89). A 6-item, 3-point Likert healthy relationship tool measured participants’ attitudes regarding healthy relationship with responses ranging from 1=“not important” to 3=“very important”. Both ARA and CDA were assessed using a “yes/no” response choice for the lastthree months. To account for the hierarchical nature of the data analysis, a binary logistic regression was used in SPSS 24. To take into account the clustering coefficients of the eight different school clinics and as well as the parent study’s intervention and control groups, these clusters were examined as co-variates. Sex, race, and age were included as covariates, also. RESULTS/ANTICIPATED RESULTS: The relationship status of high school students consisted of 262 (32.0%) who were single, 97 (11.8%) who were going out, dating, or hooking up with more than one person, 423 (51.7%) who were seriously dating one person, and 37 (4.5%) who were not sure. At 3-month follow-up assessment, 111 (13.6%) of high school students experienced ARA, and 476 (58.1%) experienced CDA. The mean recognition of ARA score was 3.90 + 0.67, mean behavioral intentions score was 4.00 + 0.83, and mean attitudes score was 2.54 + 0.37. When examining the full ARA model including all three predicators controlling for the demographics and group assignment, none of the predictor variables were significant (p>0.05) in predicting ARA in high school students. Also, all three predictors were not significant in predicting ARA in the main effects model. When examining the full CDA model, with no interaction, all three predictors were significant. Recognition had 0.784 decrease odds (95% CI = 0633-0.971, p = 0.026) of predicting CDA. However the odds of CDA increase non-linearly up to the mean (2.537709) for the attitudes variable after which the odds then decreases non-linearly. The odds of CDA is increasing non-linearly up to 3.073913 for the behavioral intention variable after which the odds then decrease non-linearly. DISCUSSION/SIGNIFICANCE OF IMPACT: Adolescence is typically a time of exploration, transition, and social development. Researchers should investigate the efficacy of ARA and CDA prevention programs that focus on recognition, behavioral intentions, and attitudes to educate adolescents on healthy relationships. Results showed that behavioral intention to intervene and attitudes about healthy relationship can serve as protective factors against CDA. From our data, more students experienced CDA compared to ARA. Thus, it may by useful to recognize the use of technology as a social force within the adolescent culture in defining adolescents’ experiences of healthy relationships and potential experience of CDA.

Styles APA, Harvard, Vancouver, ISO, etc.

Griffin, Farah Jasmine. « “Race,” Writing, and Difference : A Meditation ». PMLA/Publications of the Modern Language Association of America 123, n^o 5 (octobre 2008) : 1516–21. http://dx.doi.org/10.1632/pmla.2008.123.5.1516.

Texte intégral

Résumé :

“Race,” Writing, and Difference first appeared in 1986. That Fall, I entered graduate school at Yale University; I still associate the book with those intellectually heady times. Henry Louis Gates, Jr., left the university before my arrival, but his influence was still felt, and we graduate students followed his every move. We also read and debated the essays of his volume with great excitement. The collection legitimated our intellectual concerns and delineated a set of questions that we would pursue throughout our graduate school careers. The volume set the bar high and helped prepare us for the task ahead. These were the days when we anticipated and greeted the appearance of works by Gates, Houston Baker, Jr., Hortense Spillers, Sylvia Wynter, and Cornel West with almost as much excitement that years earlier accompanied the release of recordings by Stevie Wonder and Earth, Wind, and Fire. Many of us came to Jacques Derrida, Michel Foucault, Jacques Lacan, and Paul de Man through these brilliant theorists of African American literature and culture. Those were intellectually exciting times: the period also produced Black Literature and Literary Theory; the painful exchange between Gates, Baker, and Joyce Ann Joyce on the pages of New Literary History; Hazel Carby's Reconstructing Womanhood, and Spillers's “Mama's Baby, Papa's Maybe: An American Grammar Book.” Furthermore, through his books Black Literature and Literary Theory, Figures in Black, and The Signifying Monkey, Gates not only provided a theoretical framework for the study of African American literature, he also set forth an intellectual agenda that he would institutionalize in a number of projects, especially The Norton Anthology of African American Literature and the Department of African and African American Studies at Harvard. In fact, Gates's PBS series African American Lives might be seen as part of this larger project as well in that it demonstrates the fiction of race through scientific evidence without denying its power to determine the lived experience of those identified as black in the United States. Despite the appearance of texts such as Richard J. Herrnstein and Charles Murray's The Bell Curve (and other arguments for the biological basis of race that rear their heads every so often), few people would disagree with the fundamental premise of “Race,” Writing, and Difference: that race was not fixed or naturalized but instead socially and historically constructed and institutionalized.

Styles APA, Harvard, Vancouver, ISO, etc.

Wiese, Lisa, et JuYoung Park. « DIGITAL LEARNING AND ONLINE CHAIR YOGA FOR RURAL UNDERSERVED OLDER ADULTS AT RISK OF COGNITIVE DECLINE ». Innovation in Aging 6, Supplement_1 (1 novembre 2022) : 94. http://dx.doi.org/10.1093/geroni/igac059.372.

Texte intégral

Résumé :

Abstract We conducted a randomized control trial to test the feasibility of an online chair yoga intervention among rural older adults at risk for cognitive decline in an underserved, racially/ethnically diverse community. Participants were randomly assigned to either chair yoga (n=15) or computer brain games (n=15). Prior to the 12-week intervention, a computer training program was provided to all participants by local high school students, who followed a previously tested curriculum, and mentored the older adults in attending sessions. Digital literacy and cognitive, physical, and psychosocial measures were collected at baseline, 3 weeks, and post-intervention, with 3 and 6-month follow-up. We assessed students’ attitudes toward older adults pre/post-intervention. Both student and resident samples were 98% minority (African American, Latino, and Afro-Caribbean), with residents’ average age of 67.5 (SD = 8.3), years lived rural 38 (M = 11.5), and initial digital literacy of 48.5%. Additional outcomes will be detailed in this presentation.

Styles APA, Harvard, Vancouver, ISO, etc.

Warren, Kimberly R., Elizabeth A. Parker, Maryam Ganjavi, Karen Watkins-Lewis, Sarah Clar, Suzanne Randolph Cunningham et Yolandra Hancock. « Peer-Led Focus Groups Identify Barriers to Healthy Lifestyle in African American Adolescents from Baltimore City ». Ethnicity & ; Disease 33, n^o 4 (1 décembre 2023) : 163–69. http://dx.doi.org/10.18865/ed.33.4.163.

Texte intégral

Résumé :

Objectives Black youth are disproportionately affected by the US obesity epidemic. Early-age obesity often continues into adulthood and is associated with a higher risk of diabetes, cardiovascular disease, and premature death. Few studies have incorporated community-based participatory research (CBPR) facilitated by youth to provide frank discussions among teens living in inner cities about challenges and facilitators in maintaining a healthy weight and to design teen-identified interventions. Design Black youth (n=10) were recruited from a Baltimore City high school during the 2019 to 2020 academic year and were trained by seasoned investigators and mentored by graduate and undergraduate students on qualitative methods using CBPR. These youth then implemented focus groups with their peers aged 15 to 18 years (10 focus groups of 10 teens each). Topics included healthy lifestyle knowledge, behaviors, attitudes, and suggested interventions. Content analyses were conducted using dual-rater techniques. Results Focus group themes yielded strengths and challenges of weight maintenance for Black youth at various levels, including in their personal lives, families, school, and community. Themes also suggested several technology-based possibilities using social media to reach Black youth about healthy living practices. Conclusions Engagement of Black youth in CBPR projects can yield valuable data to design more culturally responsive and developmentally appropriate interventions. Youth are competent collectors of information to identify needed changes in their schools/communities and about the use of technology/social media to facilitate improved health practices among their peers and should be involved early in the process of developing targeted obesity prevention interventions and/or programs.

Styles APA, Harvard, Vancouver, ISO, etc.

Plus de sources

Thèses sur le sujet "African American high school students – Attitudes – Fiction"

Gladney, Lawana S. « Fictive kinship, racial identity, peer influence, attitudes toward school, and future goals : relationships with achievement for African American high school students / ». Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Stroble, Willie Lee. « The relationship between parental incarceration and African-American high school students' attitudes towards school and family ». W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618833.

Texte intégral

Résumé :

The purpose of this study was to investigate whether African-American adolescent high school students who have (or have had) at least one parent incarcerated differed on several variables as compared to African-American adolescent high school students who lived with both parents and those who did not have an incarcerated parent but who lived with only one parent.;John Marshall High School in Richmond, Virginia was the institution studied for this project. John Marshall was chosen for several reasons: the student researcher had access to this population and it was believed that a majority of the students at this institution came from homes where at least one parent was (or had been) incarcerated.;Each student was administered the Children's Depression Inventory (CDI), the Multidimensional Self Concept Scale (MSCS), and the Family Environment Scale (FES). In addition, data from students' cumulative folders were analyzed: grade point averages, attendance data, standardized test scores, and disciplinary referrals (if any). Students also answered questions on a 14-item researcher-generated questionnaire. The questions, Likert in nature, assessed students' feelings and perceptions about their family and school environments, as well as their parent relationships.;It was hypothesized that (1) there would be a difference between academic performance, daily absenteeism rate to school, classroom behavior, and attitudes towards school of African-American high school students who have (or have had) at least one incarcerated parent as measured by students' transcripts, standardized test data, school attendance records, and teacher-generated disciplinary referrals and (2) there would be a difference on the variables of depression, self concept, and family environment among African-American adolescent high school students who have (or have had) at least one incarcerated parent and (a) African-American adolescent high school students who lived with both parents and (b) African-American adolescent high school students who did not have an incarcerated parent but who lived with one parent as measured by the Children's Depression Inventory, the Multidimensional Self Concept Scale, and the Family Environment Scale.;The results of the study indicate that there were no differences in students who lived with both parents, in students who did not have an incarcerated parent but who lived with only one parent, and those who have (or have had) at least one parent incarcerated on the measures of depression, self concept, and family environment.;Further study is needed to determine the effects of parent incarceration on African-American school children.

Styles APA, Harvard, Vancouver, ISO, etc.

Scott, Brice Le Anthony. « AFRICAN AMERICAN HIGH SCHOOL STUDENTS’ ATTITUDES TOWARD MATHEMATICS AND PERCEPTIONS OF EXTANT CULTURALLY RELEVANT PEDAGOGY AND ETHNOMATHEMATICS ». CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/698.

Texte intégral

Résumé :

African American students' severe underachievement in mathematics in comparison to their peers has been framed as an achievement gap that continues to widen despite the efforts of many education scholars and leaders. Throughout history in the United States, mathematics education has been designed, developed, and delivered within a Eurocentric philosophy. Consequently, African American students have been at a systemic disadvantage in terms of perceiving the cultural relevance of mathematics; which has served as a detriment to their academic success. By merging ethnomathematics and culturally relevant pedagogy (CRP) into a theoretical framework, this study investigates these issues and proposes a shift in mathematics education toward a more culturally aware approach. In this study, it is argued that implementing a multicultural education approach such as ethnomathematics into the mathematics curriculum coupled with employing culturally relevant pedagogical practices will increase relevance in the mathematics education for African American students. The purpose of this study was to gain African American high school students’ perception of mathematics, as well as their cultural awareness and its relation to mathematics education. To gain students’ perceptions about mathematics education from a cultural respect, 375 students in grades 9-12 completed three online surveys which were (1) a four-item demographic questionnaire (age, gender, grade, ethnicity), (2) the 40-item Attitude Towards Mathematics Inventory (ATMI), and (3) the 12-item Students Perception about Cultural Awareness (SPCA) survey. This study incorporated a quantitative, correlational research design. To address research questions one and two, Pearson correlations were conducted to examine the associations between the variables of interest which were (1) Value, (2) Enjoyment, (3) Sense of Security, (4) Motivation, and (5) Cultural Awareness. Variables (1), (2), (3), (4) were derived from the ATMI survey through factor analysis while variable (5) was constructed from the SPCA survey. To address research question three, a MANOVA was conducted to assess for differences in attitudes toward mathematics and perceptions of cultural awareness by ethnicity. For research questions one and two, it was found that there was a statistically significant correlation between the variables of interest. For research question three, it was found that there was not a statistically significant difference in the variables of interest by ethnicity. In further analysis of the data, it was found that many African American students have a substandard attitude of value, enjoyment, sense of security, and motivation toward mathematics. Nonetheless, these students had a high sense of cultural awareness and cultural pride. Generally, the students felt that the incorporation of culture into mathematics would assist in raising their achievement to some degree. This study highlights recommendations to educational leaders to learn about the culture of their students, allow that data to inform policy decisions, and lead a shift to the approach of mathematics education toward the theories of ethnomathematics and CRP.

Styles APA, Harvard, Vancouver, ISO, etc.

Collins, Frankie Gerrell. « Physical Education Teachers' Attitudes and Understandings About Culturally Relevant Pedagogy and Teaching African American Male Students at Urban High Schools ». The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306941102.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Spruille, Twania Makita. « An exploratory study of the knowledge of AIDS, sexual attitudes and sexual behavior of African American male and female high school students ». DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/1976.

Texte intégral

Résumé :

This was an exploratory/descriptive study to explore the relationship of knowledge, attitudes and sexual behaviors among African American high school students regarding AIDS (Acquired Immune Deficiency Syndrome). Thirty students from Port Gibson High School, located in Port Gibson, MS were surveyed to determine levels of knowledge of AIDS, sexual attitudes, and sexual behaviors. Attitude and knowledge are necessary to identify specific consequences following the behavior. A descriptive and exploratory design was used in this study. A self administered questionnaire was administered to African American male and female high school students. The study was an attempt to provide a clear understanding of the knowledge of AIDS, sexual attitudes, and sexual behaviors of the African American male and female high school students. The results indicated no significant differences between the groups in the areas explored.

Styles APA, Harvard, Vancouver, ISO, etc.

Johnson, David Allen. « The Relationship Between School Integration and Student Attitude Toward Residential Racial Integration ». PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1180.

Texte intégral

Résumé :

This study examined factors related to the teaching effectiveness of adjunct faculty in higher education. Specifically, it explored the relationship between personality, as defined by the Five-Factor Model, occupation, and student ratings of teaching effectiveness. Results indicate that personality is correlated to an instructor's classroom behavior and education goals, which in turn are related to teaching effectiveness. In addition, instructors with occupations in social services and education had significantly higher mean teaching effectiveness scores than those from other occupations. Finally, there was an inverse relationship between age and teaching effectiveness in this study, and a positive relationship between teaching experience and teaching effectiveness. Although instructors may not be able to change their personality, they can modify their behavior and teaching practices to increase their effectiveness as educators.

Styles APA, Harvard, Vancouver, ISO, etc.

Hooper, C. Michelle. « Characterization of high school students' preference for teacher race ». Thesis, 2000. http://hdl.handle.net/1957/32726.

Texte intégral

Résumé :

Racial integration of the Louisiana public school system had a devastating effect on its number of Black teachers. The state has yet to recover from this reduction, as fewer Black college students pursue education degrees. This study reports on whether or not the lack of Black educators has influenced high school students' racial preferences for a teacher. The study's theoretical framework places racial preference within the context of racial identity theory, and filters student response through these lenses. The research project was conducted during the 1999-2000 academic year. It involved 170 Louisiana high school students from four parishes across the state. The student sample consisted of Black, White, and Other participants (self-described) with both genders represented. Qualitative research methods were used for data collection and analysis. Results indicate approximately one-third of students, Black and White, have racial preferences for a teacher. Based on student response, it is believed that exposure to a racially diverse teaching staff may have influenced individual racial identity, affecting racial preference. Implications for university teacher education programs and public school systems are discussed.
Graduation date: 2001

Styles APA, Harvard, Vancouver, ISO, etc.

Hatten, John D. Imwold Charles H. « Racial differences in student's interest and attitudes toward physical education considering grade level and gender ». 2004. http://etd.lib.fsu.edu/theses/available/etd-08102004-142239.

Texte intégral

Résumé :

Thesis (Ph. D.)--Florida State University, 2004.
Advisor: Dr. Charles Imwold, Florida State University, College of Education, Dept. of Sport Management, Recreation Management, and Physical Education. Title and description from dissertation home page (Jan. 12, 2005). Includes bibliographical references.

Styles APA, Harvard, Vancouver, ISO, etc.

Hooper, C. Michelle. « College students perceptions of the influence of their black high school educators ». Thesis, 1997. http://hdl.handle.net/1957/34005.

Texte intégral

Résumé :

The student perspective is a largely ignored element of educational research. This study used the college student viewpoint to assess the influence Black high school educators have on their pupils. Given today's reality of racism in this society, the existing literature addressing this topic is inadequate. Using an open-ended questionnaire, the responses of 272 students enrolled in speech communication and education courses at a Northwestern land grant institution were analyzed using a descriptive methodology. Students having no experience with a Black educator answered the questionnaire from an imagined standpoint. Results indicated a large majority of the predominately White subject pool found their Black high school educator(s) to be credible. Aspects of institutionalized racism emerged when students deemed their Black educator(s) credible by measuring them against an assumed "White standard of credibility." Findings from this study provide additional evidence of the racism, albeit covert, in our public school classrooms.
Graduation date: 1998

Styles APA, Harvard, Vancouver, ISO, etc.

Livres sur le sujet "African American high school students – Attitudes – Fiction"

Hayden. A Matter of Attitude. Toronto, Ontario : Kimani Press, 2008.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Hayden. A matter of attitude. New York : Kimani Press, 2008.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Inc What Kids Can Do. SAT Bronx : Do you know what Bronx kids know ? Providence, RI : Next Generation Press, 2008.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Schraff, Anne E. Don't think about tomorrow. [Irvine, Calif.] : Saddleback Educational Publishing, 2012.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Thompson, Brian. Reject High. Georgia : Great Nation Publishing, 2013.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Seven days in the life of Divine. Windsor Mill, MD : Custom Books, 2008.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Jones, Allan J. A scholar's vice. Fenton, Mich : Darkhail Pub., 2006.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Langan, Paul. Schooled. New York : Scholastic, 2012.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Lawson, Harry H. College bound Blacks : How to succeed in college. 2^e éd. Dubuque, Iowa : Kendall/Hunt Pub. Co., 1989.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Lawson, Harry H. College bound Blacks : How to succeed in college. 3^e éd. Tucson, AZ : Lawson's Psychological Services, 1996.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Plus de sources

Chapitres de livres sur le sujet "African American high school students – Attitudes – Fiction"

« Racial Identity Attitudes, School Achievement, and Academic Self-Efficacy among African American High School Students ». Dans Minority Status, Oppositional Culture, & ; Schooling, 289–304. Routledge, 2008. http://dx.doi.org/10.4324/9780203931967-22.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Brown, Jeannette E. « Next Steps ». Dans African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0011.

Texte intégral

Résumé :

This book relates the stories of some amazing women who are currently working as chemists or are recently retired. These women, as I have said before, are hiding in plain sight. Perhaps the first or the only woman of color to work in a particular lab or university, they all managed to succeed in spite of any obstacles they faced. This chapter presents some ideas as to what you can do in order to succeed if you, your child, grandchild, or students might be interested in a STEM career, especially in chemistry. I highly recommend reading Dr. Sandra L. Hanson’s book, Swimming against the Tide: African American Girls and Science Education. Dr. Hanson studied young African American girls in high school and their attitudes toward science, which has traditionally been a male profession. One of her conclusions is that these young girls need to see or read about role model, an African American woman chemist. Swimming against the Tide was written before the explosion of the World Wide Web and web-based materials, so this conclusion may no longer hold. For example, information about most of the women in this book is available on the web; some of them have given talks that are also on the web. Many of the women whose stories are told here work to mentor young minority students. These web based materials can be accessed by the students and teachers. The primary organization that focuses on careers in chemistry is the ACS. What is chemistry? It is a branch of science that provides opportunities for a variety of careers, not just working in a research laboratory making new chemicals. According to the ACS, “In simplest terms, chemistry is the science of matter, for example anything that can be touched, tasted, smelled, seen or felt is made of chemicals.” The ACS website has information on chemistry careers, including videos of the different jobs that chemists do, and information on various technical disciplines, as well as profiles of many chemists, including one whose life story is in this book.

Styles APA, Harvard, Vancouver, ISO, etc.

Miller, James W. « “Janitorial Engineering” ». Dans Integrated. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169118.003.0007.

Texte intégral

Résumé :

This chapter discusses Lincoln's growth and development as the state's only boarding high school for African American students. In 1938 the state legislature passed a bill requiring counties that lacked accommodations for black students to pay their tuition and send them to accredited high schools elsewhere. The bill solved a problem for local school districts that had neither the funds nor the inclination to educate black children. Lincoln Institute was a logical destination for such students, and it became a state-funded institution. Young still had to maneuver through prevailing racist attitudes, such as the state's objection to his plan to add an electrical engineering program. Only after he renamed the program “janitorial engineering” did he gain approval. Young's efforts strongly influenced his own children, Arnita, Eleanor, and Whitney Jr., into lives of service. This chapter also introduces John Norman Cunningham, a Lincoln student whose experiences are woven through the narrative.

Styles APA, Harvard, Vancouver, ISO, etc.

« ley, 1999). The impetus for understanding the underlying dynamics of dishonest behavior among students stems from the conviction that, apart from assuming the role of an educational and credentialing agency, the primary focus of an academic institution is to provide an environment for personal development of our youth in the moral, cognitive, physical, social, and aesthetic spheres. An atmosphere that promotes academic honesty and integrity is a precondition for generating, evaluat-ing, and discussing ideas in the pursuit of truth, which are at the very heart of aca-demic life. Research has shown that dishonesty in college, cheating in particular, is a predic-tor of unethical behavior in subsequent professional settings (e.g., Sierles, Hendrickx, & ; Circel, 1980). More recently, Sims (1993) also found academic dis-honesty to be significantly related to employee theft and other forms of dishonesty at the workplace. Sim's findings suggest that people who engaged in dishonest behav-iors during their college days continue to do so in their professional careers. Further-more, Sim's findings indicate that people who engaged in dishonest behaviors during college are more likely to commit dishonest acts of greater severity at work. Existing research on academic dishonesty has largely been conducted in Eu-rope and North America. The results of these studies suggest that a large percent-age of university students indulge in some form of cheating behaviors during their undergraduate studies (e.g., Newstead, Franklyn-Stokes, & ; Armstead, 1996). Sur-vey findings also suggest that not only is student cheating pervasive, it is also ac-cepted by students as typical behavior (e.g., Faulkender et al., 1994). Although the research conducted in the Western context has increased our under-standing of academic dishonesty among students, the relevance of these results to the Asian context is questionable. Differences in sociocultural settings, demo-graphic composition, and specific educational policies may render some compari-sons meaningless. Different colleges also vary widely in fundamental ways, such as size, admission criteria, and learning climate. These factors render the comparabil-ity of results obtained from different campuses difficult. Cross-cultural studies con-ducted to examine students' attitudes toward academic dishonesty have found evidence that students of different nationalities and of different cultures vary signifi-cantly in their perceptions of cheating (e.g., Burns, Davis, Hoshino, & ; Miller, 1998 ; Davis, Noble, Zak, & ; Dreyer, 1994 ; Waugh, Godfrey, Evans, & ; Craig, 1995). For example, in their study of U.S., Japanese, and South African students, Burns et al. found evidence suggesting that the South Africans exhibited fewer cheating behav-iors than the Americans but more than the Japanese at the high school level. How-ever, at the college level, the cheating rates for South African students were lower compared to both their American and Japanese counterparts. In another cross-national study on academic dishonesty, Waugh et al. (1995) examined cheating behaviors and attitudes among students from six countries (Australia, the former East and West Germany, Costa Rica, the United States, and Austria) and found significant differences in their perceptions of cheating. Stu- ». Dans Academic Dishonesty, 47–56. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-7.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Actes de conférences sur le sujet "African American high school students – Attitudes – Fiction"

Jones, Amber. « "On God Imma Be Back" : Design Thinking, Social Entrepreneurship, and African American High School Students' Attitudes Toward HBCUs ». Dans 2024 AERA Annual Meeting. Washington DC : AERA, 2024. http://dx.doi.org/10.3102/2114425.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Nous offrons des réductions sur tous les plans premium pour les auteurs dont les œuvres sont incluses dans des sélections littéraires thématiques. Contactez-nous pour obtenir un code promo unique!