A Call for Scientifically-Rigorous, Community-Based "Actionable Intelligence" to Promote the Academic Achievement of African American Boys: An Introduction to Fantuzzo, LeBoeuf, Rouse, and Chen (2012) and Commentaries

Autor/in	McWayne, Christine M.
Titel	A Call for Scientifically-Rigorous, Community-Based "Actionable Intelligence" to Promote the Academic Achievement of African American Boys: An Introduction to Fantuzzo, LeBoeuf, Rouse, and Chen (2012) and Commentaries
Quelle	In: Journal of School Psychology, 50 (2012) 5, S.555-558 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2012.08.005
Schlagwörter	Academic Achievement; Equal Education; Achievement Gap; African American Students; Males; Low Achievement; Risk; At Risk Students; Urban Schools; Whites; Educational Policy; Resilience (Psychology); Educational Research; Research Needs + Suchen Sie Ihr Suchwort? Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Unterdurchschnittliche Leistung; Risiko; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; White; Weißer; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Forschungsbedarf
Abstract	This introduction briefly summarizes the featured article and commentaries making up this commissioned set of papers on the topic of the Black-White achievement gap and, more specifically, risk and protective factors for young African American boys' school success. Each paper highlights important considerations for advancing scholarship, practice, and policy aimed at promoting equity in education. A case is made that in order to advance scientific knowledge of this issue and its application, dialogue across disciplines, methodological traditions, and contexts is needed. (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10