超越神话:在充满神话的教学世界中为非裔美国男孩设计一所科学学校

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/JNEGROEDUCATION.87.4.0420

B. Brown, Charmaine Mangram, Kathy Liu Sun, Keith Cross, E. Raab

{"title":"超越神话:在充满神话的教学世界中为非裔美国男孩设计一所科学学校","authors":"B. Brown, Charmaine Mangram, Kathy Liu Sun, Keith Cross, E. Raab","doi":"10.7709/JNEGROEDUCATION.87.4.0420","DOIUrl":null,"url":null,"abstract":"Abstract:Schools must rely on a sound theory to practice relationships in their design. This study documents one school’s attempt to design a science school for African American boys. Through a mixed methods study of pre- and post-year interviews and surveys, this study documented how their views changed during year 1. The authors discovered three myths about teaching African American boys that changed: (a) that teachers of the same race as students will improve performance. (b) that curriculum-focused professional development produced higher academic performance, and (c) that parent involvement is critical to school success. These results document how a limited research to practice understanding hindered the school’s ability to design a STEM school for African American boys.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"5 1","pages":"420 - 443"},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Operating Beyond Myths: Designing a Science School for African American Boys in a Myth-filled Teaching World\",\"authors\":\"B. Brown, Charmaine Mangram, Kathy Liu Sun, Keith Cross, E. Raab\",\"doi\":\"10.7709/JNEGROEDUCATION.87.4.0420\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract:Schools must rely on a sound theory to practice relationships in their design. This study documents one school’s attempt to design a science school for African American boys. Through a mixed methods study of pre- and post-year interviews and surveys, this study documented how their views changed during year 1. The authors discovered three myths about teaching African American boys that changed: (a) that teachers of the same race as students will improve performance. (b) that curriculum-focused professional development produced higher academic performance, and (c) that parent involvement is critical to school success. These results document how a limited research to practice understanding hindered the school’s ability to design a STEM school for African American boys.\",\"PeriodicalId\":39914,\"journal\":{\"name\":\"The Journal of Negro Education\",\"volume\":\"5 1\",\"pages\":\"420 - 443\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Journal of Negro Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7709/JNEGROEDUCATION.87.4.0420\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of Negro Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7709/JNEGROEDUCATION.87.4.0420","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

摘要

摘要:学校在设计中必须依靠完善的理论来实践关系。这项研究记录了一所学校为非裔美国男孩设计科学学校的尝试。通过一种混合的方法研究前和年后的访谈和调查，本研究记录了他们的观点在第一年是如何变化的。作者发现了三个关于教育非裔美国男孩的误解，这些误解发生了变化:(a)同种族的教师会提高学生的表现。(b)以课程为中心的专业发展产生了更高的学习成绩，以及(c)家长参与对学校的成功至关重要。这些结果记录了有限的实践理解研究如何阻碍了学校为非洲裔美国男孩设计STEM学校的能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Operating Beyond Myths: Designing a Science School for African American Boys in a Myth-filled Teaching World

Abstract:Schools must rely on a sound theory to practice relationships in their design. This study documents one school’s attempt to design a science school for African American boys. Through a mixed methods study of pre- and post-year interviews and surveys, this study documented how their views changed during year 1. The authors discovered three myths about teaching African American boys that changed: (a) that teachers of the same race as students will improve performance. (b) that curriculum-focused professional development produced higher academic performance, and (c) that parent involvement is critical to school success. These results document how a limited research to practice understanding hindered the school’s ability to design a STEM school for African American boys.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.