Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Staff Perceptions Of African American Male Principals In An Urban K 12 School District
Download Staff Perceptions Of African American Male Principals In An Urban K 12 School District full books in PDF, epub, and Kindle. Read online Staff Perceptions Of African American Male Principals In An Urban K 12 School District ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Staff Perceptions of African-American Male Principals in an Urban K-12 School District by : Ricardo A. Anderson
Download or read book Staff Perceptions of African-American Male Principals in an Urban K-12 School District written by Ricardo A. Anderson and published by . This book was released on 2009 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated staff perceptions of the image, staff relationships, and leadership characteristics of African-American male principals in twenty kindergarten through 12th grade (K-12) urban public schools.
Book Synopsis Staff Perceptions of African-American Male Principals by : Anderson Ricardo
Download or read book Staff Perceptions of African-American Male Principals written by Anderson Ricardo and published by LAP Lambert Academic Publishing. This book was released on 2015-01-22 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative survey research examined staff perceptions of African-American male principals in a K-12 urban public school district. Many cultural scholars believe that race matters in staff perceptions of their principal (Banks, 1991; Ladson-Billings &Tate, 1995; Lomotey, 1989). Frequently, African-American principals who lead a diverse group of staff members' in a large, K-12 urban public school district find their authority challenged and are view as "insignificant" leaders (Sizemore, 1986). Chemers's model (1995) on integrative leadership outlines three leadership categories (image, relational dimensions, and leadership) that are necessary for a person to lead an ethnically diverse workforce. The theoretical framework for this research study is a conceptual model of the Leader-Member Exchange Theory (LMX) by (Graen & Uhl-Bien, 1995). This theory explains interactions and relationships between the leaders and followers. The purpose of this study was to investigate staff members' perceptions of their African-Americans male principals in the areas of image, staff relationships, and leadership characteristics.
Book Synopsis African-American Principals by : Kofi Lomotey
Download or read book African-American Principals written by Kofi Lomotey and published by Praeger. This book was released on 1989-09-11 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking study fills a significant gap in educational research literature as it explores the problem of persistent and pervasive underachievement by African-American students in the public schools of the United States. Teacher quality, school resources, socio-economic status of students, cultural relevance of curriculum, and school leadership are a few of the factors that contribute to achievement or the lack of it by these students. Lomotey focuses on the impact of the African-American principal's leadership, its effect on the academic achievement of African-American students, and the day-to-day activities associated with school leadership. An early chapter reviews relevant research focusing on the connection between principal leadership and academic achievement in general. The extracted recurring qualities then form the basis for exploring whether African-American principals in more successful African-American schools possess the specific qualities suggested by the research. Lomotey finds that three additional and important characteristics are shared by his sample of principals: a deep commitment to the education of African-American children; a strong compassion for and understanding of both their students and the local community; and a sincere confidence in the ability of all African-American children to learn. The text is enhanced by two dozen tables that present the information discussed. An early chapter details the study's methodology with an overview and discussion of sampling and measurement procedures. Useful to students of educational administration, African American Principals: School Leadership and Success will also be of value in courses focusing on urban studies, school effectiveness, and school leadership. Black Studies programs addressing African-American education in America will find this a most necessary text. African-American educators--scholars and practitioners--as well as parents, community leaders, and other lay people will profit from the up-to-the-minute insights presented here.
Book Synopsis Four African American Male Principals and Their Leadership in Urban Elementary Schools by : Edrick George Moultry
Download or read book Four African American Male Principals and Their Leadership in Urban Elementary Schools written by Edrick George Moultry and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study was conducted as a qualitative study on four African American male elementary principals. The qualitative research framework was selected to examine and give voice to the life experiences and leadership practices of four African American male administrators of urban elementary schools. The purpose of the study was to expand the limited research base regarding the lived experiences of the principalship from the participants' point of view as they are able to apprise other administrators on the issues of leadership in diverse school settings. The guiding questions were, (1) what personal characteristics attributed to these African American male principals success in elementary urban education; (2) how did the selected African American male principals exercise and interpret their acts of leadership; and (3) what were these African American male principals' perceptions about leadership as related to student outcomes in an urban elementary school. The results of this study yielded the following as it related to the voices of four African American male principals and their leadership in urban elementary schools:(1) many forms or ways of leading were practiced by the principals; (2) their upbringing or journeys to the principalship were different, however they wanted to make a difference in the lives of students; (3) the guidance from people around them played an instrumental part in the principal leadership practices; (4) they believed that hiring quality teachers was important to the success of the schools they led; and (5) they viewed acts of caring as essential to building relationships. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/152797
Book Synopsis Black Men Teaching in Urban Schools by : Edward Brockenbrough
Download or read book Black Men Teaching in Urban Schools written by Edward Brockenbrough and published by Routledge. This book was released on 2018-05-20 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume follows eleven Black male teachers from an urban, predominantly Black school district to reveal a complex set of identity politics and power dynamics that complicate these teachers’ relationships with students and fellow educators. It provides new and important insights into what it means to be a Black male teacher and suggests strategies for school districts, teacher preparation programs, researchers and other stakeholders to rethink why and how we recruit and train Black male teachers for urban K-12 classrooms.
Book Synopsis New Visions of Collective Achievement by : Darrell Cleveland Hucks
Download or read book New Visions of Collective Achievement written by Darrell Cleveland Hucks and published by Springer. This book was released on 2014-11-26 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Book Synopsis Factors Contributing to Career Success by :
Download or read book Factors Contributing to Career Success written by and published by . This book was released on 2006 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is no evidence that identifies support systems that contribute to the recruitment and retention of Black male K-12 administrators in urban districts. Traditional protocol in the K-12 educational arena often prescribes and requires school administrators to have prior teaching experiences before advancing to a career in school administration. However, within this framework, there is a severely limited pool of Black male teachers in the United States. Thus the opportunity for Black males to become school administrators is woefully inadequate. There are no incentives to attract Black male school administrators such as recruitment programs, scholarship programs, state or federal grants or mentoring programs. Lomotey (1989) conducted a study that asserted Black administrators serve a vital function for all students and for school staff and concluded that it is important to document the accomplishments of these individuals and to encourage both Black men and women to continue to take leadership positions in educational administration. The specific roles Black men and women play as school administrators have important implications for policies and practices in education. Clearly, there is a need for more of these individuals to serve not only Black students but all students. The overarching research question for the study posed to guide the collection of data for this study was to explore factors related to the career of Black male school principals. The interview instrument was a researcher-composed survey which consisted of 28 open ended questions in five distinct spheres of inquiry: (a) family, (b) individual, (c) institutional, (d) community, and (e) comprehensive. Following the development of the interview instrument, a pilot study was conducted to establish the reliability and validity of the researcher-designed instrument. Five themes emerged as a result of the data analysis: 1) colleague support is a key mechanism in the success of Black male school administrators; 2) parental involvement is important in the success of Black male school administrators; 3) connections to the community is important in the success of Black male school administrators; 4) support of higher administration is critical to the success of Black male school administrators; and 5) Access to adequate resources is important to the success of Black male school administrators. Participants responses to the researcher composed survey were the basis of the recommendations set forth in this study.
Book Synopsis Culturally Responsive Pedagogy by : Dennisha Murff
Download or read book Culturally Responsive Pedagogy written by Dennisha Murff and published by IAP. This book was released on 2020-01-01 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Perceptions of African-American Principals' Leadership in Successful Urban Schools by Teachers of Color and European-American Teachers by : Alvis Cornel Jones
Download or read book Perceptions of African-American Principals' Leadership in Successful Urban Schools by Teachers of Color and European-American Teachers written by Alvis Cornel Jones and published by . This book was released on 2001 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis African American Male Teachers in K-12 Education by : Kelley A. Peatross
Download or read book African American Male Teachers in K-12 Education written by Kelley A. Peatross and published by . This book was released on 2011 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the underrepresentation of African American(A/A) male teachers in three Midwestern school districts. The study sought to determine: (1) the perception of A/A teachers concerning their K-12 teaching experiences when disaggregated by the number of years of teaching, (2) their perception of why they went into teaching when disaggregated by the number of years of teaching, (3) their perception of the need for A/A male teachers, and (4) their perception of value and accomplishments as A/A male teachers in the classroom. This study utilized a qualitative phenomenological design and was based upon Maslow's (1970) hierarchy of needs and Herzberg, Mausner, and Snyderman's (1959) motivation-hygiene theory. The conceptual framework was supported through the research literature of Moran, Woolfolk, and Hoy (2001), Kimbrough and Salomone (1993), Leong (1995), and Milner and Howard (2004), which focuses on the "motivational factors" leading to A/A males selecting teaching as a career. Utilizing a qualitative interview design, individual interviews, along with a focus group session, 14 participants were identified, with 7 participants agreeing to participate in this study. The researcher utilized the NVivo 8 program to categorize the data and identify recurring themes as well as to assist in analyzing, shaping, and managing the data generated from this research study. Findings in this study revealed that all participants agreed, regardless of their years of teaching, that there were not enough A/A males in K-12 education, that there was value in having A/A males as K-12 teachers, that they enjoyed sharing their experiences with their students, and that the level of pay served as a deterrent to A/A males going inot the teaching field. This study adds to the current body of literature by exposing additional motivational factors that influence A/A males to select teacher education as a career. Findings in this study may prove to be invaluable to teacher education programs and educational leaders as they redesign, promote, and seek ways to sustain A/A males in the teaching profession.
Book Synopsis Retention of African American Male Teachers in Elementary and Middle Schools by : Marla West
Download or read book Retention of African American Male Teachers in Elementary and Middle Schools written by Marla West and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The representation of African American male teachers in elementary urban schools has decreased. The purpose of this basic qualitative study was to investigate administrators’ and African American male teachers’ perceptions of how administrators are challenged to support the retention of African American male teachers in elementary and middle schools in the focus urban school district. Social, cognitive, and transformational leadership theories were used as a framework to guide the study. Research questions addressed how administrators perceive the ways they support the retention of African American male teachers and how African American male teachers perceive that support. Purposeful sampling was used to recruit eleven African American male teachers and eight administrators to participate in this study. Data were collected using semi structured interviews and thematic analysis. The interview responses were transcribed and examined through thematic analysis, which identified codes and themes derived from the transcripts. The three key findings that emerged from the data were (a) climate and culture, (b) developing strong relationships and collaboration, and (c) support and professional development. The findings identified leadership practices that supported challenges influenced by student achievement, professional growth, and African American teacher retention. Further recommendations include the findings from this study may contribute to a positive social change of African American male teachers’ presence in school settings and improve effective leadership supports provided for African American male teachers in urban schools."--Abstract.
Book Synopsis Men Educators of Color in U.S. Public Schools and Abroad by : Ashley N. Woodson
Download or read book Men Educators of Color in U.S. Public Schools and Abroad written by Ashley N. Woodson and published by Taylor & Francis. This book was released on 2023-12-11 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reflects the diversity and possibility of critical research in education, with an emphasis on the examination of the intersections of social identities for men teachers of color, and the relationship between social identity and struggles for political and professional agency. The authors address race and race inequality in education and provide a strong theoretical foundation for filling the empirical gap on men teachers of color by engaging in questions such as: How do critical considerations of the intersection of race, gender, and profession inform the future of teacher education? What does it mean to be ‘men’ or ‘of color’ in the context of the teaching profession in the U.S. and abroad? What are the aims of ethnoracial diversity in the field of education? The research included in this edited volume explores topics including, but not limited to, men teachers of color and their perceived pathways to the profession; their perceptions of and partnerships with colleagues of other genders; their sexual and gendered identities and performances; and how they embrace, reject, or negotiate the expectations of performing as a role model in classrooms. Moreover, the chapters provide explicit implications for teachers, teacher educators, university, and PK-12 administrators, education activists, and/or education policymakers. In sum, this volume charts a new landscape in education research for all men teachers of color. The chapters in this book were originally published as a special issue of the journal Race Ethnicity and Education.
Book Synopsis A Case Study by : Michael Lamar Robinson
Download or read book A Case Study written by Michael Lamar Robinson and published by . This book was released on 2016 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The experiences of students can invariably affect their choices to pursue a career in teaching. As a group African-American male students encounter myriad obstacle as they attempt to navigate the American public education system. Institutional racism embedded into the system has caused nearly incalculable harms to this group. As the population demographics of the US public schools change there is a greater need for more racially diverse teacher staff to present students with culturally relevant education experiences. As a group, African-American males are one of the least represented groups of educators comprising less than 2% of all US public school teachers. What are the experiences of African-American male teachers and what is their perceived impact on schools and students? Utilizing Critical Race Theory, this case study explored the experiences and perceived impact that African-American male teachers have on schools and their students. All participants in this study were drawn from a low socioeconomic, minority majority middle school with a large English Language Learner population situated in a large urban city in Southeastern Massachusetts. The sample consisted of 3 African-American male teachers, 2 White male teachers and 1 White male middle school Principal employed at the research site. The data collection process assisted in answering the six research questions. The data gleaned from these interviews is presented in the following 7 themes: (a.) How Teachers See and Experience Racism. (b.) How they interpret classism in how it affects African-Americans. (c.) Teachers' autobiographical experiences as students. Teacher's negative experiences relived as they witness their students experience negative experiences. (d.) Teachers' autobiographical experiences that guide their teaching. (e.) Benefits of African-American Male teachers and Role Models. (f.) Experiences that motivate and drive their practice. (g.) Recruitment and retention as perceived by teachers.
Book Synopsis "We Dare Say Love" by : Na'ilah Suad Nasir
Download or read book "We Dare Say Love" written by Na'ilah Suad Nasir and published by Teachers College Press. This book was released on 2019-01-11 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: “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. “This book offers an anti-deficit, anti-essentialist perspective of Black males’ performance in schools and gives nuance to the stark realities that young men face—some thriving, some struggling, some making progress, others seeking a place to be recognized for their full human potential.” —From the Afterword by Tyrone C. Howard, professor of education, UCLA and author of Black Male(d): Peril and Promise in the Education of African American Males “Chapters capture the multiple dimensions of collaborations and partnerships required for such systemic change, one of which is a fundamental wrestling with the metanarratives in the United States and elsewhere around the Black body and in particular the Black male. We can all learn revealing lessons of struggle and victory from the chapters of this volume.” —Carol D. Lee, Edwina S. Tarry Professor of Education and Social Policy, Northwestern University Contributors: Baayan Bakari, Christopher P. Chatmon, Shawn Ginwright, Jarvis R. Givens, Jerome Gourdine, Gregory Hodge, Tyrone C. Howard, Jahi, Patrick Johnson, Na’ilah Suad Nasir, David Philoxene, kihana miraya ross, Maxine McKinney de Royston, Pedro A. Noguera, Sepehr Vakil
Book Synopsis Teachers' Perception of African-American Male Students in an Urban School System by : Sherry I. Couch-Maddox
Download or read book Teachers' Perception of African-American Male Students in an Urban School System written by Sherry I. Couch-Maddox and published by . This book was released on 1999 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Recruiting African American Male Teachers in K-12 Schools by : Jesse Watson
Download or read book Recruiting African American Male Teachers in K-12 Schools written by Jesse Watson and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A case study of the experiences of six African American male teachers in a southern K-12 school district is presented in this study. The purpose of this study was: 1) to hear the voices of African American male teachers in a selected urban school district; 2) to identify the factors that contribute to their job acceptance decisions; 3) to gain an in-depth understanding of why teachers chose teaching as a profession; 4) to determine and understand the nature of the professional lives of these teachers; and finally, 5) to advance our existing knowledge base in attracting African American males to our nation's classrooms. The data collection process consisted of one-on-one, open-ended interview questions with six highly qualified African American male public school teachers in a K-12 school district in the Southern region of the United States. The key themes which emerged through data analysis include: (1) nobility associated with the teaching profession; (2) compassion associated with the teaching profession; (3) stability associated with the teaching profession; (4) family and community influences; (5) life experiences and (6) I was not recruited: I chose this district. Ethic of Care and Critical Race theoretical frameworks were the foundation for the study.
Book Synopsis Black Males Matter by : Cherrel Miller Dyce
Download or read book Black Males Matter written by Cherrel Miller Dyce and published by IAP. This book was released on 2021-04-01 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
