Dr. David E. Bartz, Professor Emeritus, Eastern Illinois University - published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD - Editor-in-Chief
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Fighting Education Inequality: Segregation in K-12 Schooling & Legacy Preferences in Higher Education. A talk by Richard D. Kahlenberg, Senior Fellow, The Century Foundation , November 10, 2011 at the Education Law Association, Chicago, Illinois
Culture & Education: Univ. BCN class presentationmitra2015
2017-19 Class Presentation (a series of classes) for a University of Barcelona, Barcelona, Spain 4th year undergraduate course: CULTURAL ASPECTS OF ENGLISH_SPEAKING COUNTRIES by Prof. Anuradha Mitra Ghemawat UB Dept. of Language & Literature
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
The Benefits of a Diverse Teaching Force 12 15-13Vic Nixon
Many school districts in Texas promote diversity in their mission statements. Some actually promote teacher diversity on their campuses. Is this done to be politically correct or are there actual measureable benefits for having diverse teachers in schools? This presentation explores the research-based reasons how a diverse teaching force is related to student achievement.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Fighting Education Inequality: Segregation in K-12 Schooling & Legacy Preferences in Higher Education. A talk by Richard D. Kahlenberg, Senior Fellow, The Century Foundation , November 10, 2011 at the Education Law Association, Chicago, Illinois
Culture & Education: Univ. BCN class presentationmitra2015
2017-19 Class Presentation (a series of classes) for a University of Barcelona, Barcelona, Spain 4th year undergraduate course: CULTURAL ASPECTS OF ENGLISH_SPEAKING COUNTRIES by Prof. Anuradha Mitra Ghemawat UB Dept. of Language & Literature
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
The Benefits of a Diverse Teaching Force 12 15-13Vic Nixon
Many school districts in Texas promote diversity in their mission statements. Some actually promote teacher diversity on their campuses. Is this done to be politically correct or are there actual measureable benefits for having diverse teachers in schools? This presentation explores the research-based reasons how a diverse teaching force is related to student achievement.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
“Inequality is the status quo. There is huge inequality between people in their access to resources, to decision-making, to securing human rights and safety, and in their freedom from discrimination. Reducing inequality if both morally right and pragmatically necessary for global economic and climate security in the future”
Bartz, david afridcn american parents an effective parent involvement program...William Kritsonis
Dr. David E. Bartz, Professor Emeritus, Eastern Illinois University - published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD - Editor-in-Chief
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
peterson, deborah thriving in school leadership nfeasj si n34 n4 2016William Kritsonis
He has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
STUDENTS NAME :
REGISTRATION NUMBER:
SCHOOL :
FACULTY :
COURSE TITLE :
DATE :
HOW MINORITY RECRUITMENT AND ENROLLMENT IS EFFECTIVE ON PREDOMINANTLY WHITE INSTITUTIONS.
INTRODUCTION.
A predominantly white institution refers to an institution of higher learning that mainly comprises of white students and few other races such as African-Americans, Asians and Hispanic. The racial diversity in higher learning institutions across the United States of America is inconsistent since many colleges and campuses tend to be white. Minority and racial recruitment have become significant in general recruitment efforts at many predominantly white institutions. Despite the increased efforts a majority of learning institutions are still unsuccessful in increasing diversity on campus. In predominantly white institutions, it is difficult for foreign students to blend with the white. Most of them are despised, not only by their fellow students but also their teachers. They are never given attention and they are deemed stupid for any concerns they raise in class. This can lead to lower class participation, grades and in some cases even drop outs. This is why it is important for minority students in predominantly white institutions to have a strong support network. We therefore look at look at how minority recruitment and enrollment is now effective on predominantly white institutions.
Some predominantly white institutions have student groups that are dedicated in supporting the foreign students to adjustments. This includes organizations such as Asian Student Association, Black Cultural Society and South Asian Multicultural Organized Students Association. These organizations welcome and support students from other races and also create a network for students to people who remind them of their families. This is essential for a group of students who feel isolated and lack a sense of belonging.
The legal aspect of diversity in higher education system ensures increase in minority groups. The current efforts being made by institutes of higher education to increase diversity on campuses stems from early American segregation. The Supreme Court set legal standards for social conditions. Among them was the separate-but-equal legal standard, also called Plessy v. Ferguson, which was a legal justification for European Americans who attempted to keep the minority illiterate and submissive.
In order to further increased minority enrollment in American colleges and universities, the Supreme Court heard the case of Regents of the University of California v.Bakke in 1978. Bakke who is a student, was denied admission twice to a California medical school despite having better grades and test scores than successful minority applicants. Bakke was among the first to present grievances about affirmative action to court. Bakke clai.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
“Inequality is the status quo. There is huge inequality between people in their access to resources, to decision-making, to securing human rights and safety, and in their freedom from discrimination. Reducing inequality if both morally right and pragmatically necessary for global economic and climate security in the future”
Bartz, david afridcn american parents an effective parent involvement program...William Kritsonis
Dr. David E. Bartz, Professor Emeritus, Eastern Illinois University - published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD - Editor-in-Chief
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
peterson, deborah thriving in school leadership nfeasj si n34 n4 2016William Kritsonis
He has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
STUDENTS NAME :
REGISTRATION NUMBER:
SCHOOL :
FACULTY :
COURSE TITLE :
DATE :
HOW MINORITY RECRUITMENT AND ENROLLMENT IS EFFECTIVE ON PREDOMINANTLY WHITE INSTITUTIONS.
INTRODUCTION.
A predominantly white institution refers to an institution of higher learning that mainly comprises of white students and few other races such as African-Americans, Asians and Hispanic. The racial diversity in higher learning institutions across the United States of America is inconsistent since many colleges and campuses tend to be white. Minority and racial recruitment have become significant in general recruitment efforts at many predominantly white institutions. Despite the increased efforts a majority of learning institutions are still unsuccessful in increasing diversity on campus. In predominantly white institutions, it is difficult for foreign students to blend with the white. Most of them are despised, not only by their fellow students but also their teachers. They are never given attention and they are deemed stupid for any concerns they raise in class. This can lead to lower class participation, grades and in some cases even drop outs. This is why it is important for minority students in predominantly white institutions to have a strong support network. We therefore look at look at how minority recruitment and enrollment is now effective on predominantly white institutions.
Some predominantly white institutions have student groups that are dedicated in supporting the foreign students to adjustments. This includes organizations such as Asian Student Association, Black Cultural Society and South Asian Multicultural Organized Students Association. These organizations welcome and support students from other races and also create a network for students to people who remind them of their families. This is essential for a group of students who feel isolated and lack a sense of belonging.
The legal aspect of diversity in higher education system ensures increase in minority groups. The current efforts being made by institutes of higher education to increase diversity on campuses stems from early American segregation. The Supreme Court set legal standards for social conditions. Among them was the separate-but-equal legal standard, also called Plessy v. Ferguson, which was a legal justification for European Americans who attempted to keep the minority illiterate and submissive.
In order to further increased minority enrollment in American colleges and universities, the Supreme Court heard the case of Regents of the University of California v.Bakke in 1978. Bakke who is a student, was denied admission twice to a California medical school despite having better grades and test scores than successful minority applicants. Bakke was among the first to present grievances about affirmative action to court. Bakke clai.
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docxrock73
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
Week 4 Discussion 1 Students of Diverse BackgroundsThe Moore-Tho.docxjessiehampson
Week 4 Discussion 1 Students of Diverse Backgrounds
The Moore-Thomas, Day-Vines article explores cultural competence as it relates to effective collaboration and interactions as well as an understanding of the political structures and socio-cultural realities of African American students, families, and their communities. Describe the specific models, strategies, and recommendations for educators to work effectively with students with diverse social differences (i.e. economic, ethnic, cultural, family, geographic region, ect). What steps can you take to be a culturally competent educator as you plan on working with specific groups, school, family and community members?
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the help that school-family-community partnerships can provide. When schools use the resources at hand, they have the capacity to improve students' achievement and provide strategies that parents can use to develop skills needed in continuing to help their children. What are your thoughts on having a day specifically to get African American parents involved in school? What types of resources are used to prepare for the day’s events?
Continuing along the same lines of meeting the needs of parents, educators who are culturally responsive will take it upon themselves to learn what is needed for students and parents from diverse backgrounds. It has already been established that when parents get involved in their child's education by doing such things as attending school events, children thrive academically; however, the lack of financial resources experienced by some families causes a struggle in pro ...
Many rural California high schools are impacted by the disadva.docxalfredacavx97
Many rural California high schools are impacted by the disadvantages of poverty, non-English speaking students, limited
resources, changing demographics, and challenges of the rural context. Focusing on contemporary leadership theories and
school-community interrelationships, this qualitative study examines the practices of educational leaders in three high-
performing, high-poverty, rural California high schools. The authors employed case study methodology using a variety
of data sources including document analysis, interviews, and observations. Cross-case findings revealed that the local
educational leadership had effectively employed multiple instructional, distributed, and transformational practices to
improve student outcomes, and had established multiple formal and informal linkages with institutional entities outside of
the school to accomplish their missions. Contributors to school-wide success in each case included: focus on instruction,
standards, and expectations; strengths of teachers, and; development of multiple support systems for students with varying
needs. Educational leaders in the schools studied with the highest poverty rates and highest percentages of English Language
Learners made significant improvements in student achievement through active involvement of parents and the mobilization
of other external and community resources.
Citation: Masumoto, M., & Brown-Welty, S. (2009). Case Study of Leadership Practices and
School-Community Interrelationships in High-Performing, High-Poverty, Rural California High
Schools. Journal of Research in Rural Education, 24(9). Retrieved [date] from http://jrre.psu.edu/
articles/24-1.pdf
Marcia Masumoto and Sharon Brown-Welty
California State University, Fresno
Journal of Research in Rural Education, 2009, 24(1)
Case Study of Leadership Practices and
School-Community Interrelationships in High-Performing,
High-Poverty, Rural California High Schools
Introduction
California’s large rural population has unique
attributes, with high proportions of minority students and
English Language Learners, and a growing percentage of
economically disadvantaged children (California Department
of Education, 2005). Unlike the declining agrarian and rural
regions in other parts of the nation, many of California’s
rural areas are experiencing population growth.
Between 1970 and 2000, the child population in
the San Joaquin Valley, a predominantly rural region of
California, grew faster than the state average, increasing
by 20% (Goodban, Hedderson, Ortiz, & Branton, 2004).
During the same period, the percentage of White children
in the San Joaquin Valley decreased from 75% to 43% and
the percentage of Latino/a children more than doubled,
growing from 17% to 39% (Goodban, et al., 2004, p. 6).
Approximately 25% of San Joaquin Valley students are
classified as English Language Learners (Jepsen & deAlth,
2005).
In a 2003 national state-by-state comparative analysis,
Ru.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Week 4 Journal Encouraging Parent InvolvementUsing the Jo.docxjessiehampson
Week 4 Journal Encouraging Parent Involvement
Using the Journal tab, respond to the following prompt:
Reflect on the following ways you would like to encourage parent involvement: Positive news phone calls, post cards, emails, daily student notes, and parent-teacher conferences.
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the help that school-family-community partnerships can provide. When schools use the resources at hand, they have the capacity to improve students' achievement and provide strategies that parents can use to develop skills needed in continuing to help their children. What are your thoughts on having a day specifically to get African American parents involved in school? What types of resources are used to prepare for the day’s events?
Continuing along the same lines of meeting the needs of parents, educators who are culturally responsive will take it upon themselves to learn what is needed for students and parents from diverse backgrounds. It has already been established that when parents get involved in their child's education by doing such things as attending school events, children thrive academically; however, the lack of financial resources experienced by some families causes a struggle in promoting parental involvement through the conventional ways. Roberts (2011) notes that a large number of economically-disadvantaged students come from diverse backgrounds. Therefore, as educators, there are times when more prescriptive strategies for assisting parents to become involved are needed. Hjalmarson (2011) discusses a variety of different strategies to help relieve some of the struggl ...
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Bartz, david e enhancing education for african american children nftej v27 n3 2017
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VOLUME 27, NUMBER 3, 2017
1
Enhancing Education for African American Children
Dr. David E. Bartz
Professor Emeritus
College of Education & Professional Studies
Department of Educational Leadership
Eastern Illinois University
Charleston, IL
Eastern Illinois University
Dr. Patrick Rice
Illinois Association of School Boards
Abstract
The United States is in a crisis regarding the ineffectiveness of PreK-12 education for African
American children. Principals play a key role in alleviating this crisis through culturally responsive
school leadership that includes critical self-reflection, consistently contributing to culturally
responsive teaching and curriculum, promoting culturally responsive school environments, and
engaging the community in culturally responsive ways. Teachers and significant others
(parents/guardians, grandparents, family members, and siblings) in the daily lives of African
American children, and community agencies must work collaboratively to enhance the cognitive
and social psychological development of African American children.
In the 1966 landmark study, Equality of Educational Opportunity, James Coleman et al.
documented that, in some instances, the achievement gap between White and African American
children was approximately five years. Camera (2016) concluded that “after 50 years the
achievement gap between White and African American students has barely narrowed” (p.1).
Recent National Assessment of Educational Progress (NAEP) assessment results analyzed by
personnel at the Institute for Educational Policy, City University of New York indicated, “Black
students on average scored below White students by one standard deviation, which amounts to the
difference between the performance of a fourth grader and an eighth grader (Miksic, 2014, p. 1).
And as Bartz (2016a) noted, “Today the achievement gap is still the major reference point for the
inequalities in achievement results by race and income status of children attending schools in the
U.S.” (p.1). Further, research pertaining to what is labeled as the “school-to-prison pipeline”
reveals that African American children are four times more likely than White students to receive
multiple out-of-school suspensions (Steinberg & Lacoe, 2017).
The United States has a dismal history relative to success in educating African American
children. At times over the past 150 years, it has been illegal for states to formally educate African
American children. Even after Brown v. the Board of Education in 1954, many school districts in
the United States—especially in the South—continued to run a dual school district, one separately
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for White children and another only for African American children within the same district. The
quality of education often received by African American children was considerably inferior to that
afforded White children (Anderson, 2016). The bottom-line is that a crisis still exists today in the
United States pertaining to the ineffectiveness of public schools in educating African American
children. The situation must change, and change now!
Some charter schools in the country have African American children who flourish (West,
2016). Magnet schools also exist that effectively educate African American children. There has
also been success in educating African American children in places like Dallas through the
Learning Centers established by the federal courts (Bartz, 2003). Of course, there are many case
studies that show the excellent achievement of African American students at all educational levels
in the United States—from preschool through doctorate programs.
What needs to be done to alleviate this crisis of the dismal effectiveness in educating
African American children in the United States? The following are several proposals to address
this issue.
Definition of Terms
Minoritized refers to children from racially oppressed communities that have been
marginalized because of their non-dominant race, ethnicity, religion, language, or citizenship.
Minoritized students have been disadvantaged (stereotyped) by historically oppressive political
and social structures, and these disadvantages are perpetuated by school personnel and educational
institutions in general (Khalifa, Gooden, & Davis, 2016).
Marginalized refers to the process of causing individuals, groups, and communities to be
powerless, undervalued, and unimportant because of factors such as race, ethnicity, income,
gender, and sexuality are also factors that could lead to marginalization (Khalifa et al., 2016).
Culturally responsive means making all students, especially minoritized ones, in the whole school
feel welcome, included, and accepted (Khalifa at al., 2016).
Principals, district central office staff, and school board members need to understand the
difference between equality and equity. Equality means all students being treated the same,
whereas equity means each student is receiving the resources needed to be successful now in school
and in the future even if it means that some students get more resources than others (Connelly,
2017).
Culturally Responsive School Leadership (CRSL)
Culturally Responsive School Leadership (CRSL) at the building level means that
principals are knowledgeable and driven by the need to be responsive to the cultures of the various
subgroups within their buildings. For most principals, this means that educational reform must
take place in order for a truly culturally responsive educational environment to be established. The
concept of social justice—doing the right things for children even when they are not required by
law or policy—is also an important part of principals’ mindsets.
Four strands of a principal’s leadership behavior necessary to be an effective culturally
responsive school leader are: 1) Critical self-reflection, 2) consistently contributing to culturally
responsive teaching and curriculum, 3) promoting culturally responsive school environments, and
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4) engaging the community in culturally responsive ways (Khalifa et al., 2016). Critical self-
reflection means that principals challenge and reflect upon their own mindsets regarding how they
view African American children and meeting the needs of these children, cognitively and for social
and psychological development. Specifically, an outward mindset—focusing on the impact a
principal can have by stressing inclusion of all stakeholders—is needed (The Arbinger Institute,
2016). This self-reflection must include a review of any institutional racism that exists in the
building or classrooms. Institutional racism exists when there are practices and policies in place
that have a negative impact on African American children, even though the key educators may be
unaware of them. Institutional racism may exist even if there is no identifiable person supporting
or behaving in a racially biased manner toward African American children. In cases of institutional
racism, the biases and prejudices are engrained in the operating procedures of the building and
likely the district.
Principals need to consistently contribute to the employment and development of culturally
responsive teachers and to aid these teachers in overcoming any biases which they may
demonstrate toward African American children either implicitly or explicitly. Implicit biases are
unconscious associations based on race, while explicit biases are knowingly and purposefully
endorsing racial attitudes and beliefs (Warikoo, Sinclair, Fei, & Jacoby-Senghor, 2016). Training
that prompts teachers to self-reflect on their behaviors and beliefs often helps identify needed
changes. This staff development should not focus on attacking or accusing teachers about their
beliefs, but rather on prompting reflections and discussions among staff members whose behaviors
and beliefs do not meet the needs of African American children. Diversity efforts should assist
teachers in being able to interact and work effectively with all stakeholders, even if they view them
as being different based on race, ethnicity, and values (Bartz & Rice, 2017).
Principals’ leadership efforts in the context of being culturally responsive to African
American children should utilize the transformational leadership approach. Transformational
leadership, as opposed to transactional leadership, is future-oriented and focuses on what needs to
be changed and how to make such changes. Transactional leadership, on the other hand, is status
quo oriented and stresses efficient management of the present.
To enhance cultural responsiveness, principals should utilize transformational leadership
that epitomizes working collaboratively with all the school’s stakeholders through vision,
empowerment, and the creation of a sense of excitement and inspiration to develop a plan of action
for effectively addressing cultural responsiveness. Other attributes of transformational leadership
behaviors that principals should use are: 1) challenging the status quo; 2) emphasizing new ideas
to transform the present culture to a new and improved culture; 3) continuously setting goals to
measure improvement targets; 4) establishing agreed upon and worthwhile direction for staff
members’ efforts; 5) motivating staff to support implementing change; 6) collaborating and team
building; 7) stressing collaboration among staff members, administrators, parents, community
members, and other stakeholders; 8) affording staff members time and resources for professional
growth; and 9) using data to improve future learning for students (Bass, B. M. & Bass, 2008).
Curriculum—the content students are taught—must integrate the rich history of African
Americans in the United States and Africa within the subject matter areas across the curriculum.
Some teachers will likely need training on how to effectively do this. There is also the issue of the
hidden curriculum, meaning that teachers infuse their own values into discussions and activities
that may be counterproductive to the development of a culturally responsive curriculum. Principals
need to be active in visiting classrooms to determine whether teachers who may be putting their
own twist on the curriculum that is counterproductive to the intent of a culturally rich curriculum.
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The curriculum must be cutting edge and challenging with respect to African American
children acquiring an academically sound foundation in all subject matter areas. State-of-the-art
technology must be coupled with the curriculum and the teachers’ approach to implementing it so
that individualization can be used as a laser to focus on African American children not falling
behind.
A driving force of the culturally responsive school leadership of principals is the
establishment of a day-to-day school environment that emulates inclusionary practices for
minoritized students who have been marginalized. The goal is to establish a school environment
representative of inclusiveness of all groups of children in attendance. Every aspect of the school
environment, including extra-curricular activities, must help students to experience positive
feelings, be included in all activities, and have a strong positive identity with the school and their
culture.
A positive relationship between the teacher and African American children on a daily basis
is the foundation for motivating students to higher achievement and reducing discipline issues. A
part of this positive relationship is the demonstrated belief by teachers, through high expectations,
that all African American children can be successful.
The principal must work diligently to encourage the community in which the school is
located to interface the school’s environment with activities and groups within the community in
a culturally responsive manner. This includes having space within the building which community
groups, social agencies, and health agencies can use to serve students and community members.
It also includes the principal and school staff going out into the community, on its turf, to create
positive bridges between community members, groups, and school personnel (Khalifa et al., 2016).
Some schools do not have specifically defined geographical attendance areas. Being able
to reach out and connect the school with the multiple communities in which African American
students reside is a challenge for principals. Person-to-person contact between school personnel
and the adults and communities where African American students reside is still needed, and can
be augmented with the use of social media and other technology-based outreach efforts.
Teachers
Teachers serve as role and career models for African American students. There is
considerable evidence that students who have teachers of the same race tend to learn more in school
(Lindsay & Hart, 2017). With respect to the behavior of children, a recent study of elementary
children in North Carolina indicates that African American students are less likely to be removed
from their classroom and school for behavioral issues if their teachers are of the same race. For
Whites, there is minimal evidence that having White teachers reduced behavioral issues. The point
is that African American teachers can significantly impact the educational achievement and
enhance the behavior of African American children. This is critical as schools across the country
attempt to have an impact on the school-to-prison pipeline issue. This is especially true for African
American children because while they represented 16% of the K-12 enrollment in the 2011-2012
school year in the United States, 43% of them had multiple out-of-school suspensions (Steinberg
& Lacoe, 2017).
More African American teachers are needed in our nation’s schools. Only seven percent
of public school teachers in the United States are African American, with two percent being
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African American males (Will, 2016).1
More African American teachers are needed in our nation’s
schools. Because of this under-representation, it is imperative that universities effectively train all
teachers—and especially those not of color—to be sensitive to the needs and context of African
American children and to be culturally responsive to these needs. Principals will not be able to
employ as many African American teachers as ideally would be the case, because of supply and
demand. Therefore, it is imperative that selection criteria for teacher candidates reveal that they
are sensitive, understanding, and committed to being successful in educating African American
children. Critical to this is an unwavering belief that African American children can—and will—
succeed in school and society. Since many teachers instructing African American children will not
be African American, these teachers need effective pre-service training. Once these teachers are
employed, ongoing staff development is necessary to help them adjust, when applicable, to
effectively educate African American children.
It is critical that teachers can work effectively with significant others (parents/guardians,
grandparents, family members, and siblings) of African American children, and they should be
actively engaged with community groups in the areas where the children reside. Further, through
home visits and the use of social media and other technology based communication vehicles,
teachers need to personally “connect” with parents. Teachers also need to create a climate of
welcomeness for parents to visit their classrooms and create a positive identity with parents in non-
classroom school activities.
African American Children’s Racial Identity
Prompted in part by the civil rights movement in the 1960’s, the curriculum in United
States schools was modified to offer experiences for African American children that afforded them
exposure and knowledge of their rich heritage. The “Black History Movement” era prompted
needed curriculum changes at all grade levels in an attempt to offer African American youth a
curriculum that, if properly developed and taught, enhanced their identity, pride, and a sense of
“connectedness” to their heritage, culture, and school. Such a curriculum should help to
demonstrate to African American children who they are now and how their everyday life
experiences are connected to the great accomplishments of present day African American role
models and heroes who came before them. These curriculum experiences must demonstrate the
unwavering commitment, pride, hard work, and accomplishments of these role models in being
successful, despite the oppressive mainstream society they experienced.
A new commitment through curriculum and instruction for African American racial
identity is needed today in U.S. schools. Examples of positive outcomes for African American
youth to create a meaningful identity are: 1) Greater resilience to overcome barriers they
experienced to school success, 2) enhanced coping skills to deal with discrimination, 3) higher
academic performance by increased motivation, and 4) increased motivation and commitment to
overcome existing obstacles to obtaining an equitable and quality education (Zirkel & Johnson,
2016).
Social and Psychological Factors to Enhance
African American Students’ Education
The social and psychological factors presented here are important in and of themselves and
also support the mastery of cognitive—academic skills—for African American children. These
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five factors are: (1) self-esteem, (2) achievement motivation, (3) social skills, (4) coping skills,
and (5) aspirations. Such factors should aid African American children in being successful at
school and in future life endeavors.2
Self-Esteem
Self-esteem pertains to how African American children feel when comparing their actual
behavior and accomplishments to what they think should be the case ideally. Self-esteem
sometimes uses what other students accomplish as a comparative point. Examples of practices to
stimulate positive self-esteem are:
1. Emphasize reinforcement for good performance and de-emphasize penalties for poor
performance.
2. Create situations in which African American children receive positive feedback from
students of all racial, ethnic, economic, and social groups in the classroom.
3. Specifically work with African American students new to the building to furnish them
with positive reinforcement through the counseling program and teacher teams.
4. Build confidence in African American children via learning activities for which they
receive positive feedback.
5. Build bridges with significant others (parents/guardians, grandparents, family
members, and siblings) to reinforce the students’ positive accomplishments at school.
6. Use stories of the successes of African American adults—heroes and models—whose
childhood backgrounds are similar to those of the African American students.
7. The teacher and other staff show a sincere caring and feeling for the uniqueness of each
student.
8. Reduce comparing students to one another or their siblings with which you have
familiarity.
9. Demonstrate to students that each is a special person and has strengths that will help
her/him to be successful.
Achievement Motivation
Presently, the concept Grit (Duckworth, 2016)—passion, perseverance, and effort to
achieve—is popular in some schools. It encompasses many of the key elements of achievement
motivation, which is a student’s focus, drive, desire, and persistence to accomplish a task.
Among the practices to empathize achievement motivation are the following:
1. Help develop time-management skills.
2. Integrate students’ backgrounds and experiences into classroom activities.
3. Discuss and show students how their efforts cause success for specific
accomplishments (attribution theory).
4. Structure activities so that every student’s achievement is recognized.
5. Create challenges that build on students’ existing strengths.
6. Create ways for students to assess and discuss their progress.
7. Offer “personal best” awards and other incentives for attendance, grades, and/or
achievement.
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8. Structure classroom experiences so that students feel responsible for their actions.
9. Structure lessons to prompt active participation from all students.
Social Skills
Social skills pertain to African American children interacting productively with others in
meaningful ways. Such skills include avoiding negative and violent behaviors and establishing
positive interpersonal relationships with others even though they may be viewed as “different” for
a host of reasons.
Among the practices to enhance social skills of African American students are the
following:
1. Develop a curriculum component that specifically teaches effective interpersonal skills.
2. Utilize the expertise of support staff (e.g., school psychologist, social worker, and
counselor) to work with African American children who have deficits in interpersonal
skills.
3. Use the cooperative learning model, with emphasis on positive interdependency and
the value of working with others to accomplish tasks and solve problems.
4. Structure the classroom so that aggression and hostility are reduced among African
American students and between the teacher and students, with a special emphasis on
reducing aggression and hostility based on factors such as socio-economic status and
race.
5. Assign informal small-group learning activities so that African American students learn
to cooperate in developing peer-help programs.
6. Eliminate social subgroups that ostracize others.
7. Emphasize the need to be sensitive to the feelings of other people.
8. Reduce competition when it can lead to negative relationships.
9. Teach diversity in the context of showing how differences among people are strengths,
especially for problem solving.
Coping Skills
Consistent failure and difficult obstacles in personal life can cause African American
students to fall into a cycle of learned helplessness—a feeling that they have little control over
outcomes important to them. Dweck’s (2006) growth mindset that you can change the situation
through how you view and react to adversity represents a major attribute of the new positive
psychology movement which is important to African American students’ coping skills.
Examples of activities to address coping skills for African American students are:
1. Provide activities to help African American students cope with typical real-world
situations.
2. Teach African American students to handle conflicts and rule violations through
negotiations and peer mediation.
3. Integrate stress reduction techniques into daily or weekly activities.
4. Train parents to initiate positive parent-child interactions, especially where there is
potential conflict.
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5. Have discussions with African American students about what it means to be successful
and what it means to fail and how failures can be addressed to prevent them in the
future.
6. Incorporate activities that encourage African American students to talk about their
emotions, listen to their classmates express their feelings, and reflect on what motivates
people.
7. Encourage nonjudgmental and non-disruptive venting of emotions rather than negative
verbal and physical aggression.
8. Teach African American students various methods of relaxation, such as deep muscle
relaxation and deep breathing, for times when they need strategies to reduce anxiety.
9. Foster a sense of belonging for the African American students in the classroom so they
feel a connection to the school.
10. Reduce the emphasis on negative aspects of failure and emphasize the positive
attributes of success.
a. Systematically teach the growth mindset content to African American
students—the “hand a person is dealt” is just a starting point and is not fixed.
b. Everyone can change and grow through application and experience.
c. An individual’s true potential is unknown and unlimited.
d. Passion, hard work, and training greatly impact what can be accomplished.
e. Do not hide deficiencies, but overcome them.
f. Even when feeling distressed, be ready to take risks, confront challenges, and
keep working at being better. (Dweck, 2006).
Aspirations
Preparing African American students for college and careers, a current national movement
in the United States, is a focal point for inclusion in the concept of aspirations for African American
students. Aspirations pertain to the knowledge and drive to realistically prepare for college,
careers, or both and the motivation and drive to do so.
Examples of practices to effectively address aspirations of African American students are:
1. Stress the acquisition of skills needed to master prerequisites for specific vocations,
careers, and colleges.
2. Stress the development of transition skills for African American students so that when
they leave PK-12 education, there will be a smooth change to college, careers, the
military, work, or whatever they pursue at the post-high school level.
3. Help African American students identify heroes and role models through lesson plans
and activities so that they have examples of people they want to emulate for careers.
4. Make real-world connections during lessons so that African American students can see
how the information they are learning can help them later in life with college, careers,
and jobs.
5. Nurture the curiosity of African American students to prompt them to consider various
career opportunities and pursue additional career information through technological
resources.
6. Talk to African American students about their interests and relate those interests to
possible vocations, careers, and college programs.
9. DAVID E. BARTZ AND PATRICK RICE
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7. Assure African American students that everyone has positive attributes and that those,
coupled with training and aspirations, can lead to successful and rewarding careers.
8. Explain to African American students what “career and college readiness” means by
using activities designed to promote their aspirations.
Concluding Thoughts
Success of African American students in our PreK-12 schools is critical to the personal
fulfillment of their childhood, as well as their enjoyment and economic status as adults. If
principals create cultural responsive school environments for African American children, their
personal fulfillment can be realized. High expectations by all adults—especially teachers and
other school personnel—is essential for each African American child’s cognitive achievement,
social and psychological development, and success in daily life.
References
Anderson, C. (2016). White rage: The unspoken truth of our racial divide. New York, NY:
Bloomsbury.
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Bartz, D. (2003). A report on learning centers and magnet schools (A Report Submitted to the
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Superintendent, Dallas Independent School District, et al, 265 F. Supp. 2d 757 (N.D. Tex.
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effects of school desegregation on motivation and achievement (pp. 137-171).
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Bartz, D. E. (2016b). Enhancing the social and psychological development of young adolescents.
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Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., &
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Footnotes
Footnote 1: For more information pertaining to race of teachers and related issues, see the
following studies listed under references: “The State of Racial Diversity in the
Educator Workforce” (U.S. Department of Education, 2016) and “Through Our Eyes:
Perspectives and Reflections from Black Teachers” (Griffin & Tackie, 2016),
Footnote 2: For more details regarding these factors, see “Remediating Social and Psychological
Harm Resulting from Segregative Acts” (Bartz, 1984) and “Enhancing the Social and
Psychological Development of Young Adolescents” (Bartz, 2016b) presented in the
references.