Date Approved
1-27-2014
Embargo Period
1-27-2016
Document Type
Dissertation
Degree Name
Ed.D. Educational Leadership
Department
Educational Leadership
College
College of Education
Advisor
Johnson, Ane
Subject(s)
African-Americans--Education (Elementary); Education; Urban
Disciplines
Elementary and Middle and Secondary Education Administration
Abstract
Problems facing Black American students in underfunded urban schools continue to threaten the viability of public education for this and other nontraditional student populations. These problems, along with the growing diversity of American children, prompt a reexamination of extant data on the practices associated with the effective teaching of Black American students. This meta-ethnography illuminates the findings of four case studies and then explores their implications for teaching. By looking through the lens of critical race theory, this study explores how effective teachers use culture-based instruction to better engage Black American students in the process of learning. Findings identify core teacher behaviors and instructional practices that support the successful teaching of urban Black American primary school children.
Recommended Citation
Harden-Daniels, Robin, "Transformative education: culture-based pedagogies in urban, predominately Black American elementary schools" (2014). Theses and Dissertations. 415.
https://rdw.rowan.edu/etd/415
