An Evaluative Study of the Characteristics of the Fourteen Negro Elementary Schools in Pike County, Alabama, in the Area of School Functions PDF Download
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Author: Edna Earle Miles Newsome
Publisher:
ISBN:
Category : African American schools
Languages : en
Pages : 104
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Book Description
Author: Edna Earle Miles Newsome
Publisher:
ISBN:
Category : African American schools
Languages : en
Pages : 104
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Book Description
Author: T. A. Lamke
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 190
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Book Description
Author: Catherine L. Stovall
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 76
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Book Description
Author:
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 760
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Book Description
Author: United States. Office of Education
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 512
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Book Description
Author: Robert E. Lyles
Publisher:
ISBN:
Category : African American children
Languages : en
Pages : 140
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Book Description
Author: William Edward Burghardt Du Bois
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 140
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Book Description
Author: Horace Mann Bond
Publisher: University of Alabama Press
ISBN: 0817307346
Category : Education
Languages : en
Pages : 414
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Book Description
Horace Mann Bond was an early twentieth century scholar and a college administrator who focused on higher education for African Americans. His Negro Education in Alabama won Brown University’s Susan Colver Rosenberger Book Prize in 1937 and was praised as a landmark by W. E. B. Dubois in American Historical Review and by scholars in journals such as Journal of Negro Education and the Journal of Southern History. A seminal and wide-ranging work that encompasses not only education per se but a keen analysis of the African American experience of Reconstruction and the following decades, Negro Education in Alabama illuminates the social and educational conditions of its period. Observers of contemporary education can quickly perceive in Bond’s account the roots of many of today’s educational challenges.
Author: United States Commission on Civil Rights
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 614
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Book Description
. -- V. 1. Report -- v. 2. Appendices.
Author: Joint Center for Political Studies (U.S.). Committee on Policy for Racial Justice
Publisher: University Press of America
ISBN:
Category : Education
Languages : en
Pages : 68
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Book Description
None of the problems confronting the black community today are more critical to its future than those related to education. Blacks must demand that schools shift their focus from the supposed deficiencies of the black child to the social barriers that stand in the way of academic success. The historical interest of the black community in education can be traced back to the antebellum South and the leadership of W. E. B. Du Bois and Booker T. Washington. Despite the social and political accomplishments of blacks since the Brown decision, the following barriers still diminish the education of many black children: (1) schools often reinforce social inequalities rather than overcome them; (2) stereotypes about low income groups and their lifestyles form the basis for low expectations and self-fulfilling prophesies of failure; (3) black and other low income students are shunted away from mainstream classroom instruction by the track system; (4) the use of standardized tests discriminates against the intelligence styles of minority students; (5) the number of black teachers is decreasing; and (6) successful programs such as Head Start and those funded under Chapter 1 of the Education Consolidation and Improvement Act (ECIA) are not adequately funded to serve all eligible students. Research on school effectiveness identifies the characteristics of schools that successfully educate students, and the work of the School Development Program in New Haven (Connecticut) focuses on the social context needed for improved teaching and learning. Progressive educational reform must focus on the following areas: (1) recognizing the centrality of human relationships; (2) eliminating barriers to effective teaching and learning; and (3) mobilizing physical and political resources. A list of 60 references is appended. (FMW)
