The Effects of Incorporating a Study Skills Component Within a Developmental Mathematics Course at a Historically African American University PDF Download
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Author: Lisa Marie James
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 296
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Author: Lisa Marie James
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 296
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 628
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author: Frankie L. Patterson
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 242
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Book Description
Author: Danny Bernard Martin
Publisher: Routledge
ISBN: 1135676216
Category : Education
Languages : en
Pages : 313
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Book Description
No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of African-American students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reform-oriented mathematics curriculum? And, why do some African-American students succeed in mathematics when underachievement is the norm among their fellow students? Danny Martin addresses these questions in Mathematics Success and Failure Among African-American Youth, the results of a year-long ethnographic and observational study of African-American students and their parents and teachers. Mathematics Success and Failure Among African-American Youth goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peers--and the individual agency that allows some students to succeed despite these influences. Martin's analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict African-American students. The analyses and findings offered in Martin's book lead to exciting implications for future research and intervention efforts concerning African-American students--and other students for whom history and context play an important role. This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, preservice and in-service teachers, students, parents, and community advocates. It will also be of interest to readers concerned with multicultural education, cross-cultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.
Author: Jacqueline Leonard
Publisher: IAP
ISBN: 1623960819
Category : Social Science
Languages : en
Pages : 397
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Book Description
This book is a critically important contribution to the work underway to transform schooling for students who have historically been denied access to a quality education, specifically African American children. The first section of the book provides some historical perspective critical to understanding the current state of education in the U.S., specifically for the education of African American children. The following sections include chapters on policy, learning, ethnomathematics, student identity, and teacher preparation as it relates to the mathematical education of Black children. Through offering “counternarratives” about mathematically successful Black youth, advocating for a curriculum that is grounded in African American culture and ways of thinking, providing shining examples of the brilliance of Blacks students, and promoting high expectations for all rather than situating students as the problem, the authors of this book provide powerful insights related to the teaching and learning of mathematics for African American students. As is made evident in this book, effective teaching involves much more than just engaging students in inquiry-based pedagogy (Kitchen, 2003). The chapters offered in this book demonstrate how mathematics instruction for African American students needs to take into account historical marginalization and present-day policies that do harm to Black students (Kunjufu, 2005). Empowering mathematics instruction for African American students needs to take into consideration and promote students’ cultural, spiritual, and historical identities. Furthermore, mathematics instruction for African American students should create opportunities for students to express themselves and the needs of their communities as a means to promote social justice both within their classrooms and communities.
Author: Vincent M. Bates
Publisher:
ISBN: 9781109962901
Category :
Languages : en
Pages : 179
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Book Description
If African American Males hope to become viable and productive members of the global marketplace of the 21st century, they must find avenues to consistently improve their likelihood of achieving success within academia. For the past twenty years, reports from the United States Department of Education and research from scholars such as McCabe, Hampton, and Steele all reflect the widening achievement gap in education between ethnic and racial minorities and the White majority. When different ethnic and racial sub-groups were examined, African American Males were found to be the lowest achievers; furthermore, African American Males made up the largest percentage of students in developmental mathematics.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Maureen D. Toler
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 113
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Book Description
The purpose of this causal-comparative study is to determine the academic outcomes of African American women who were enrolled in developmental mathematics courses, either face-to-face or online at an HBCU located in a mid-Atlantic state. Using the components of the Astin’s Input- Environmental-Output (I-E-O) model as the framework, this study employed a quantitative causal-comparative study. The secondary data for the study were extracted from the databases of an HBCU that recorded information about students’ demographics, enrollment status, and academic performance for the academic school year. Initially, the secondary data were requested from a community college located in a mid-Atlantic state, but the institution declined because it was unable to provide the data due to the various changes in the developmental mathematics courses and the teaching formats and the lack of consistency of the course offerings and, thus the data set was too unstable to support the study. The input for this study was one demographic of African American women HBCU students (i.e., age group). The environment (independent variable) was defined as a method of instruction (face-to-face and online developmental mathematics courses). The outputs (dependent variable) were the final grades earned in a developmental mathematics course. The linear-by-linear association and the models for determining academic outcomes determined that there was no significant relationship that existed between the age of students, method of instruction, and the final grade earned in a developmental mathematics course. This study recommended that colleges and universities create a Women in Mathematics Seminar class, community learning groups, and science, technology, engineering, and math (STEM) mentorships, so African American women students can discuss their mathematical journeys (i.e., student-teacher relationships, grades, self-confidence) with instructors and mentors to gain a better understanding about their endeavors in mathematics. These platforms would give higher education officials insight into how African American women students perceive mathematics and why a great majority is placed in developmental mathematics.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 356
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Book Description
