Transformative education: culture-based pedagogies in urban, predominately Black American elementary schools

<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>

Name thesis:degree_name

Ed.D. Educational Leadership

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2014

Author dc:creator

• Harden-Daniels, Robin

Contributors dc:contributor

• Johnson, Ane

• African-Americans--Education (Elementary); Education; Urban
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://rdw.rowan.edu/etd/415

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1414