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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Harden-Daniels, Robin"],"institution":null,"degree_name":"Ed.D. Educational Leadership","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Johnson, Ane"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-27T08:00:00Z","date_published":"2014-01-27T08:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["African-Americans--Education (Elementary); Education; Urban","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/415","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, Ane"]},{"key":"dc:creator","label":"Author","values":["Harden-Daniels, Robin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-27T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African-Americans--Education (Elementary); Education; Urban","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/415"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Transformative education: culture-based pedagogies in urban, predominately Black American elementary schools"]}]}],"canonical_facts":{"dc:contributor":["Johnson, Ane"],"dc:creator":["Harden-Daniels, Robin"],"dc:date.available":["2016-01-27T08:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://rdw.rowan.edu/etd/415"],"dc:subject":["African-Americans--Education (Elementary); Education; Urban","Elementary and Middle and Secondary Education Administration"],"dc:title":["Transformative education: culture-based pedagogies in urban, predominately Black American elementary schools"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:13:09Z"}