The Effects of Africentric United States History Curriculum on Black Student Achievement

Autor/in	Duncan, Worokya
Titel	The Effects of Africentric United States History Curriculum on Black Student Achievement
Quelle	In: Contemporary Issues in Education Research, 5 (2012) 2, S.91-96 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5847
Schlagwörter	United States History; African American History; History Instruction; Curriculum Design; Self Efficacy; Afrocentrism; Achievement Tests; Scores; Middle School Students; Grade 8; Academic Achievement; Charter Schools; College Preparation; Online Surveys; Mixed Methods Research; Correlation; Hypothesis Testing; Multivariate Analysis; Critical Thinking; Quasiexperimental Design; New York + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Lehrplangestaltung; Self-efficacy; Selbstwirksamkeit; Afro-centrisme; Afrozentrismus; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Schulleistung; Charter school; Charter-Schule; Korrelation; Hypothesenprüfung; Hypothesentest; Multivariate Analyse; Kritisches Denken
Abstract	Relationships between United States History curriculum design, self-efficacy, and test achievement of eighth-grade students and parents in the KIPP:STAR College Preparatory Charter School were examined in this study. An online questionnaire developed for the study, the Parental Questionnaire for United States History Curriculum, was pilot tested, revised, and used to collect data. Collected data were analyzed using the SPSS (v.19) software. Descriptive statistics and frequencies regarding curricular design, test achievement, and self-efficacy were examined. Results revealed a need for an Africentric United States history curriculum, which by definition is more inclusive and comprehensive than the normative Eurocentric curriculum. The mixed-method study indicated that relationships exist between curricular design and test achievement and between curricular design and self-efficacy. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01