Teses / dissertações sobre o tema "African American high school students – Attitudes"
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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.
Encontre o texto completo da fonteStroble, 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.
Texto completo da fonteScott, 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.
Texto completo da fonteCollins, 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.
Texto completo da fonteJohnson, 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.
Texto completo da fonteSpruille, 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.
Texto completo da fonteMouton, Yolanda Vivian. "Perceptions of a culturally sensitive HIV/AIDS curriculum". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3177.
Texto completo da fonteLo, Xiong A. "Hmong high school students' attitudes and aspirations toward education". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lox.pdf.
Texto completo da fonteJohnson, Randall J. "Developmental Assets Supporting High School Graduation Among African American Students". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3147.
Texto completo da fonteMurray, Natasha L. "EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS". UKnowledge, 2018. https://uknowledge.uky.edu/edp_etds/73.
Texto completo da fonteBukasa, Kadima. "Influence of Intercultural Experiences Abroad on African American High School Students". Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636902.
Texto completo da fonteAfrican American high school students are underrepresented in study abroad programs, and their lack of intercultural skills and international understanding can impede their personal and professional development, and limit their career opportunities. The purpose of this descriptive qualitative case study was to explore the influence of intercultural experiences through study abroad and immersion programs on African American high school students’ intercultural competence. The conceptual framework drew on 2 theories: Bennett’s development model of intercultural sensitivity and Kolb’s experiential learning. Data from interviews and focus groups with 13 African American high school students, 2 parents, and 2 teachers as well as documents and field notes from a Northeast United States urban high school addressed the research questions pertaining to how students perceived travel abroad that fostered intercultural competence skills as well as how teachers and parents perceived students’ personal development. Findings resulted from provisional codes used to identify pattern of codes, and central themes that indicated predeparture seminars and reflective practices enhanced intercultural skills. The portfolios suggested that most students became more reflective and accepting of cultural differences after their sojourn abroad. Recommendations based on the findings suggest increasing homestay experiences and planning and predeparture trainings. Future research is needed on how to attract more male African American students to such programs. The findings may contribute to positive social change by encouraging investment in homestay study abroad and immersion programs with adequate preparation and planning at inner city high schools that might foster intercultural competence skills.
Charbonnette, Constinia. "Lift every voice African American students' beliefs of their school climate /". Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3965.
Texto completo da fonteTitle from document title page. Document formatted into pages; contains vi, 183 p. : ill., map. Includes abstract. Includes bibliographical references (p. 152-160).
Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.
Texto completo da fonteThompson, Lucinda R. "Teachers' perceptions toward culturally responsive teaching of African American high school students". Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708714.
Texto completo da fonteThe purpose of this qualitative, exploratory case study was to explore teachers’ perceptions toward culturally responsive teaching (CRT) of African American high school students in reading and language arts classrooms. Reading scores have increased for both African American and Caucasian students, but on average, African American students do not perform as well on reading tests as their Caucasian peers. Fifteen reading and language arts teachers from one high school in Florida were interviewed using a semistructured, open-ended interview format. Analysis of the data led to answers to the research questions for the study. The findings indicate that teachers are not prepared to teach in culturally responsive ways. The findings add to the current literature indicating that teachers support CRT but struggle to apply the strategies because of a lack of CRT training and culturally enriched reading material. Based on the findings, leaders are encouraged to engage teachers in conversations to become aware of their cultural biases, acquire knowledge of CRT, evaluate the CRT practices of teachers to determine what CRT strategies and support are needed for teachers, develop a CRT professional development plan and require all school personnel to participate in training, provide supplemental culturally enriched material for teachers to use in the classroom, and follow-up with teachers to evaluate additional needs.
Mutawally, Sabreen Ayesha. "Social Capital and Academic Achievement of African American Male High School Students". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5911.
Texto completo da fonteRichardson, Sandra Denise. "Junior High School Teachers' Perceptions of Math Instruction for African American Students". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3001.
Texto completo da fonteBerry, Bobbie Wilbon. "An investigation of African-American male high school students' perceptions of African-American male vice principals as role models". Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2575.
Texto completo da fonteSwanson, Alexis C. "Factors that contribute to the academic success of African American males: Perceptions of African American male high school students". W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618560.
Texto completo da fonteWilliams, Charlene V. ""On me"| How African American male students in an "urban" high school describe high teacher expectations". Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728856.
Texto completo da fonteResearch on teacher expectations has given limited attention to the voices of African American males. This study used counterstories to explore how African American male high school students described and experienced high expectations in the classroom. Through focus groups and interviews, twelve African American males shared their experiences, offered insights into how they negotiate through classroom environments with few high expectancy interactions, and made recommendations for how teachers can effectively convey high expectations. Low expectancy interactions left participants feeling intellectually inferior, antagonized, or ignored, while high expectancy interactions fostered hope, high quality work, and synergystic engagement. Findings from this study indicate the participants not only experience bias in teacher expectations, but they assume and expect teachers will generally have low expectations of them until proven otherwise. Participants described paradigms and strategies they employ to navigate these experiences in the classroom. Critical racial consciousness, resistance, resilience, and beliefs about learning were concepts used to analyze their responses. The implications for this study present a “call to action” requiring a shift in professional development, paradigms, pedagogy and institutional practices implemented with relentless intention to facilitate African American male success. Teacher expectation is a lever that creates opportunities and facilitates deeper learning; therefore it is imperative that researchers capture more African American male perspectives and experiences to inform teacher practice.
Houston, Afrika Nsimba. "DECONSTRUCTING THE OREO: AN EXAMINATION OF LANGUAGE AND IDENTITY AMONG AFRICAN-AMERICAN STUDENTS IN A WHITE SCHOOL ENVIRONMENT". OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/667.
Texto completo da fonteGrieve, Kimberly A. "Urban African American male high school students' educational aspirations for college and the influence of family, school, and peers /". Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1258735643.
Texto completo da fonteTypescript. Submitted as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 96-106.
Pallotta, Robert. "Factors contributing to African Americans graduating high school". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1509.
Texto completo da fonteEatmon, Dedra Malloy Carol E. "Understanding the mathematics success of African-American students at a residential high school". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1105.
Texto completo da fonteTitle from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements of the Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
Slaughter, Demetria M. "An examination of substance use and abuse among African American high school students". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/2305.
Texto completo da fonteElmore, Alyssa Jeannine. "An Exploration of the Educational Experiences of African American Female High School Students". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448298333.
Texto completo da fonteHoward, Demarius J. "An American Public High School Ethnographic Study| Effectively Preparing African American Male Students for Academic Success". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734191.
Texto completo da fonteThe purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had been described as experiencing an ‘achievement gap’. However at Singley, African-American males were succeeding. The researcher explored how this high school was effective in preparing its African American male students for academic success through interviews of individual students who demonstrated the ability to succeed in the academic arena under challenging personal and cultural circumstances.
The results of the study highlighted the importance of collaborative learning in self-efficacy and illustrated the power of student ‘buy in’, when the students could directly relate their academic work to tangible career goals. Increasing, the relevancy of academics and preparing students for life beyond high school afforded clear-cut goals and added value to education, increasing student motivation and student academic success. One of the most surprising insights from this research, for the researcher, had nothing to do with academics, though its positive connection to success was clear. The insight was the gratitude that students vocalized for being accepted as a part of a professional institution and learning the tenets of professionalism, which allowed them to view themselves in a more positive way.
Wastbrook, Sarah Kathryn. "An exploratory study of the factors associated with the mathematics achievement of six tenth grade African American students". Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/WESTBROOK_SARAH_1.pdf.
Texto completo da fonteHolland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting". Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.
Texto completo da fonteResearch indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race.
The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.
Brown, John J. Jr. "A Case Study of School-Based Leaders’ Perspectives of High School Dropouts". Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1580.
Texto completo da fonteIves, Denise Kay. ""We stranded in school" survival literacy through adaptive colorations among high-achieving African American middle school students /". Diss., Connect to online resource - MSU authorized users, 2008.
Encontre o texto completo da fonteTitle from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 167-173). Also issued in print.
Washington, Carrie Smith Johnson. "A study of former Negro high school students, teachers and administrators in the Piedmont area of North Carolina". [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0531102-163233/unrestricted/Washington062302.pdf.
Texto completo da fonteOriginally issued in electronic format. UMI number: 3083443. Includes bibliographical references (leaves 89-91). Also available via the World Wide Web.
Amah, Ifeoma Ann. "A critical race ecocultural agency theory in education framework (re)conceptualizing African American students' transitions from high school to college /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1722415411&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Texto completo da fonteConners, Erica E. "Social capital and the intent to graduate among Black and Hispanic high school students /". View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/fullcit/3239903.
Texto completo da fonteHouse, Sheldon Angell Maureen E. "Understanding educational resources and supports hearing the voices of African American high school students /". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196668.
Texto completo da fonteTitle from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Sharon K. Litchfield, Mary M. O'Brian, W. Paul Vogt. Includes bibliographical references (leaves 171-181) and abstract. Also available in print.
Crawford, Yashica Jariece. "Level of voice and self-construal among African-American middle and high school students". [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024846.
Texto completo da fonteChandler-Melton, Jamiyla. "Factors that Impact African American High School Equivalency (HSE) Students' Pursuit of Higher Education". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2474.
Texto completo da fonteGrice, Benjamin C. "Jailbreak: Examining School Criminalization and the Resiliency of African-American University Students". Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1462522915.
Texto completo da fonteSamuels, Sharon A. "A Comparison Study of the English III/American Literature Success of African American High School Students and That of Students Whose Home Language is Haitian Creole". FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/785.
Texto completo da fonteGrieve, Kimberly Ann. "Urban African American Male High School Students’ Educational Aspirations for College and the Influence of Family, School, and Peers". University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1258735643.
Texto completo da fonteBobby, Kim Renee. "Small school conversion and African-American student academic identity and aspiration /". Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7822.
Texto completo da fonteWhite, Garrick. "An exploratory study: school social workers' perceptions of effective truancy interventions for African American high school students". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/80.
Texto completo da fonteGrant, David G. "Listening to student voices web-based mentoring for Black male students with emotional disorders /". Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002316.
Texto completo da fonteTran, Minh Van. "The Schooling of Vietnamese-American High School Students in Oregon: Their Perspectives". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1314.
Texto completo da fontePompey, Wanda G. "The recruitment of African-American high school students in the Naval Reserve Officers Training Corps". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA355308.
Texto completo da fonte"September 1998." Thesis advisor(s): Alice Crawford, Mark J. Eitelberg. Includes bibliographical references (p. 73-74). Also available online.
Le, Blanc Jordan D. "Helping African American Middle School Students Transition to High School with the New Normal Project| A Grant Proposal". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262697.
Texto completo da fonteAfrican American students who come from low-income communities and attended underfunded schools are at increased risks of not graduating from high school, an outcome that has negative lifelong implications. Research documents that develop supports for these students increases the likelihood of attaining academic success. The purpose of this project was to write a grant proposal for a community project that Success In Challenges Inc., located in Long Beach, California that can recruit at risk African American students and provide individual, familial, education and community supports. This grant proposal includes staffing, implementation time lines, evaluation, and a budget. A suggested funder is included. Implications for social work policy, practice and advocacy are discussed. The actual submission for funding was not required for successful completion of this project.
Foerster, Puglisi Laura Noel. "Relationships Among High Achieving Low Socioeconomic Status African-American High School Students, Self-Efficacy, and Extracurricular Physical Activity". Thesis, Notre Dame of Maryland University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424828.
Texto completo da fonteEducational inequities and disparities continue in modern day education for African-American high school students and more specifically those of low socioeconomic status (Chavous, Smalls, Rivas-Drake, Griffin, & Cogburn, 2008). Of this group, African-American males have greater challenges with a gender gap when compared to females, in addition to existing academic gaps among their peer groups. This study sought to investigate predictors of success by analyzing the HSLS: 2009 longitudinal dataset. This research took a comprehensive approach to examine the protective factors that are responsible for the academic achievement of African-American high school students of low socioeconomic status. The role of self-efficacy levels on the learner were also examined and were compared with gender as well as a learner’s participation in extracurricular physical activity and its relationship with academic achievement. The literature review includes the links between physical activity and the neurogenesis process, and emotional control that lead to increased academic achievement. These findings are supported not only in the literature review but also through several linear regressions. The researcher found positive academic relationships with increased GPA among extracurricular physical activity as well as students’ self-efficacy levels. Differences between males, females, and later respective peer groups were evident. Results supported all hypotheses and findings should encourage those in education to seek recommended early interventions. Those interventions should include opportunities for extracurricular physical activity and increased opportunities for self-efficacy growth for African-American students.
Middleton, Dewayne. "A survey of Upward Bound Programs on the achievement of rural high school students". Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06232008-120222.
Texto completo da fonteMoore-Thomas, Shawnterra Angelique. "The voices of the disenfranchised: An investigation of the perceptions of African American high school students". Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2384.
Texto completo da fonteGant, Monica Minor. "Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275159007.
Texto completo da fonteZeske, Karen Marie. "Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804960/.
Texto completo da fonte