Operating beyond Myths: Designing a Science School for African American Boys in a Myth-Filled Teaching World

Autor/inn/en	Brown, Bryan A.; Mangram, Charmaine; Sun, Kathy Liu; Cross, Keith; Raab, Erin
Titel	Operating beyond Myths: Designing a Science School for African American Boys in a Myth-Filled Teaching World
Quelle	In: Journal of Negro Education, 87 (2018) 4, S.420-443 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.87.4.0420
Schlagwörter	African American Students; Males; Single Sex Schools; Science Education; Program Effectiveness; Misconceptions; Racial Factors; Faculty Development; Academic Achievement; Parent Participation; STEM Education; Racial Differences; Critical Theory; Race; Racial Bias; Charter Schools; Elementary Schools; Leadership Responsibility; Culturally Relevant Education; California + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Naturwissenschaftliche Bildung; Missverständnis; Schulleistung; Elternmitwirkung; STEM; Rassenunterschied; Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; Charter school; Charter-Schule; Elementary school; Grundschule; Volksschule; Kalifornien
Abstract	Schools must rely on a sound theory to practice relationships in their design. This study documents one school's attempt to design a science school for African American boys. Through a mixed methods study of pre- and post-year interviews and surveys, this study documented how their views changed during year 1. The authors discovered three myths about teaching African American boys that changed: (a) that teachers of the same race as students will improve performance. (b) that curriculum-focused professional development produced higher academic performance, and (c) that parent involvement is critical to school success. These results document how a limited research to practice understanding hindered the school's ability to design a STEM school for African American boys. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01