Dissertations / Theses: 'African American school children'

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Carpenter, Gloria Jean Oliver. "The School Success and Adjustment of Young African American Children." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1119635112.

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Guilford, Elizabeth. "African American Mother's Perceptions on School Readiness of their Children." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555018041353418.

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Jackson, Lucille Jordan Jerich Kenneth Frank. "African-American and Caucasian-American students satisfaction of perceived instructional strategies in third- and sixth-grade urban elementary classrooms." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960417.

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Thesis (Ed. D.)--Illinois State University, 1999. Title from title page screen, viewed July 27, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Guda Gayle-Evans, Larry McNeal, Wayne Benenson. Includes bibliographical references (leaves 123-139) and abstract. Also available in print.

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Howard, Eric D. "African American Parents’ Perceptions of Public School: African American Parents’ Involvement in Their Childrens’ Educations." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2575.

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The goals for public schools are to educate all students so that they may attend colleges and/or develop relevant job and citizenship skills. African American students enrolled in American public schools struggle to keep up academically, revealing a so called “achievement gap.” Consequently, many African American children are unable to realize their potential and participate as successful contributing citizens. This study examined how African American parents might engage in their children’s schooling and how schools might support this participation to better meet the needs of these students. The segregation and racism historically practiced in public schools has led to negative perceptions between educators and African American families and communities. The gap in traditional measures of academic achievement between Black and White children has been debated and analyzed by scholars, legislators, and practitioners for decades. School based issues associated with this trend are lower teacher expectations for students of color, lack of curriculum rigor, effective teacher development and training, inadequate resources, tracking of African American students into less demanding programs, a lack of appreciation for Black cultures and inappropriate/misguided school administration. This study examines African American parents’ perceptions of public education and how it impacts Black student success and offers a synopsis of significant events that may have shaped some of these perceptions. Findings include evidence that African American parents perceive that schools do not reach out to them to foster a partnership or encourage participation, but most often engage them when behavior or academic issues arise with their children. Additional areas for investigation surface by the findings include evidence that the disconnect perhaps does not come from a lack of engagement, but from a lack of active participation and partnership. Parents are left feeling as if they have no influence on school culture. Recommendations for improving school and family interactions that may improve African American student outcomes include teacher led parent-school partnerships, communication outside the classroom and school setting, and consideration for cultural differences.

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Pallotta, Robert. "Factors contributing to African Americans graduating high school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1509.

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Parish, Brittney Joy. "PARENTAL INFLUENCE ON RISK FACTORS FOR OBESITY IN AFRICAN AMERICAN SCHOOL AGED CHILDREN." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/609.

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The growing childhood obesity epidemic and its association with adverse health outcomes have prompted increasing research in the recent past. Researchers have examined numerous aspects of the obesity epidemic. For example, the impact of parent behavior on child behavior has been considered. Likewise, researchers have examined the connection between parent perceptions of obesity and concern regarding a child’s weight status. Still other research has focused on the influence of a child’s behavior on weight status. Existing research has reported that within the African American community there is an apparent inaccuracy in perceptions regarding weight. Children who would be classified as overweight or obese according to body mass index (BMI) calculations are viewed by parents as having normal or healthy weight. Thus, among African-American parents, there is often no correlation between a child’s weight status and the parent’s perception of a weight concern. Moreover, it is not clear that there is a relation between parent concern regarding a child’s weight status and the amount of physical activity that the child engages in among African-American individuals. Further, it is not clear what relations may exist among parent physical activity level, child physical activity level, and the child’s BMI status. Finally, after conducting a semi-exhaustive study of the research, the links among child dietary habits, parent dietary habits, and the child’s BMI status in the African American population have not been addressed. The purpose of this study is to more closely examine the impact of risk factors such as parental physical activity, dietary habits, and parent concern and perception regarding weight on children’s weight status within an African American sample.

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Schier, Nicole Renee. "Fruit and vegetable intakes and body mass index of primarily low-income African American children living in rural Alabama." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/master's/SCHIER_NICOLE_56.pdf.

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Ferguson, Sharon E. "The effects of the Getting Away Clean program on disruptive school behaviors in the black male child." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162806/.

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Nzeocha, Emeka. "A qualitative case study on the perception of middle school stakeholders on the effectiveness and importance of character education in three middle schools in an inner city school district in Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/nzeocha.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009. Additional advisors: Aaron Kuntz, Aaron Moyana, Andrew McKnight, William Boyd Rogan. Description based on contents viewed June 5, 2009; title from PDF t.p. Includes bibliographical references (p. 212-228).

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Griffin, Wynette O. "The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5275/.

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In order for America to retain its superior position in a global economy it is imperative that all students receive educational opportunities that will prepare them for the future. Currently, African-American economically disadvantaged students in the United States perform lower on standardized tests than their grade and age-level peers. Educators must find ways to improve the performance of students in this group in order to maximize future opportunities. Through a mixed-methodology approach, the current study finds three school factors that may positively impact the performance of African-American economically disadvantaged students: high expectations, student-teacher relationships and teacher effectiveness. Quantitative and qualitative analysis provides perspectives from principals primarily from a large urban school district on the impact of these factors on student performance.

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Perry, Tonya B. "Visible students/visible schools a mixed methods study of effective writing practices for urban middle school students /." Birmingham, Ala. : University of Alabama at Birmingham, 2007. https://www.mhsl.uab.edu/dt/2009r/perry.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. Title from PDF title page (viewed Sept. 23, 2009). Additional advisors: Gypsy Abbott, Harold Bishop, Loucrecia Collins, Linda Searby, Joyce Stallworth. Includes bibliographical references (p. 155-166).

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Mowling, Claire M. Hastie Peter A. "Teaching physical education to African-American children understanding responsibility, privileges, and positions of power /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/MOWLING_CLAIRE_54.pdf.

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Pierre, Jessica. "Effects of dialect use on the fast mapping skills of African American school-age children." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003068.

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Oast, Jennifer Bridges. "Educating Eighteenth-Century Black Children: The Bray Schools." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539626264.

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Simmons-Nnamdi, Denise. "Educating African-American children: making a case for independent neighborhood schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/2271.

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This document makes a strong case for choosing African-American independent neighborhood schools over the public schools. African-American children, particularly males are performing poorly in the public education system. There is evidence of high dropout rates, minimal academic achievement, and decreasing rates of college enrollment for black children. Poor educational experiences may lead to poor skills, low paying jobs, unemployment, criminal activity, and poverty. Educators have been attempting to repair the current educational system without significant results. African-American independent neighborhood schools are institutions that have been making a difference, With low per student costs, these islands of hope have motivated students to learn, helped students achieve above average scores on standardized tests, an sent many of their alumni on to educational and professional success. They work because of the commitment of teachers, parents, administrators, and students. Despite the evidence of achievement, these institutions face many obstacles such as public animosity and hopelessness, insularity, and financial strife.

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Dale, Brittany A. "Profile analysis of the Kaufman Assessment Battery for Children, second edition with African American and Caucasian preschool children." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/772.

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Williams-McCray, Tiffany Nicole. "The perceptions of school psychologists in a southern district regarding response to intervention's possible impact on the disproportionate representation of African American student in special education." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009williams-mccrayt.pdf.

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Jackson, Carolyn Williford. "Within and beyond the military gate : educational and cultural development of former African American dependents /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7819.

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Shelton, Nickeda D. "Overweight and obese African American elementary school children : the relationship between self-concept and academic achievement /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1627891671&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1245257857&clientId=22256.

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Wasserberg, Martin J. "Stereotype Threat and the Standardized Testing Experiences of African American Children at an Urban Elementary School." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/116.

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Stereotype threat (Steele & Aronson, 1995) refers to the risk of confirming a negative stereotype about one’s group in a particular performance domain. The theory assumes that performance in the stereotyped domain is most negatively affected when individuals are more highly identified with the domain in question. As federal law has increased the importance of standardized testing at the elementary level, it can be reasonably hypothesized that the standardized test performance of African American children will be depressed when they are aware of negative societal stereotypes about the academic competence of African Americans. This sequential mixed-methods study investigated whether the standardized testing experiences of African American children in an urban elementary school are related to their level of stereotype awareness. The quantitative phase utilized data from 198 African American children at an urban elementary school. Both ex-post facto and experimental designs were employed. Experimental conditions were diagnostic and non-diagnostic testing experiences. The qualitative phase utilized data from a series of six focus group interviews conducted with a purposefully selected group of 4 African American children. The interview data were supplemented with data from 30 hours of classroom observations. Quantitative findings indicated that the stereotype threat condition evoked by diagnostic testing depresses the reading test performance of stereotype-aware African American children (F[1, 194] = 2.21, p < .01). This was particularly true of students who are most highly domain-identified with reading (F[1, 91] = 19.18, p < .01). Moreover, findings indicated that only stereotype-aware African American children who were highly domain-identified were more likely to experience anxiety in the diagnostic condition (F[1, 91] = 5.97, p < .025). Qualitative findings revealed 4 themes regarding how African American children perceive and experience the factors related to stereotype threat: (1) a narrow perception of education as strictly test preparation, (2) feelings of stress and anxiety related to the state test, (3) concern with what “others” think (racial salience), and (4) stereotypes. A new conceptual model for stereotype threat is presented, and future directions including implications for practice and policy are discussed.

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Scott, Robin E. "It is organic and it matters : social interaction and the writing development of African American children." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1395589.

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The multi-case study examined the role that social interaction plays in the writing development of fourth grade African American students in three different classrooms in a large Midwestern city. The study explored the nature of the students' interactions and the points during the writing process where interactions occurred. Also under investigation was how teachers facilitated the interactions within their classrooms. Each classroom was considered a case and cases within each case were then selected to allow for a more in-depth examination of the nature of students' conversations. Data collected included observations, student interviews, and artifacts. Information gathered from the study was analyzed using a constant comparative approach. Themes that emerged were compared across cases.Analysis of the data showed that there were many purpose for the interactions in which the African American students engaged. The interactions: (1) enabled students to get assistance from peers and teachers, (2) provided students with encouragement, (3) motivated students as writers, and (4) fostered a deeper understanding of writing. The data also showed that students engaged in verbal and nonverbal interactions at various points in the writing process with peers, teacher, and even themselves. While the teachers varied in their approaches to facilitating the interactions, even when they did not intentionally create opportunities for interactions, the students engaged with one another anyway. Based on the results of the study, teachers should consider affording African American students the opportunity to regularly interact with their peers during writing time, providing an audience that extends beyond the classroom teacher. Department of Elementary Education

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McDuffie, Kay Frances Ward Crumpler Thomas P. "Private schooling research examination of a christian academy /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390285861&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1203093443&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007. Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Thomas P. Crumpler (chair), Adel T. Al-Bataineh, Carol Camp Yeakey, Mary Murray Autry. Includes bibliographical references (leaves 159-176) and abstract. Also available in print.

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Williams, Twyla Jeanette. "Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1093.

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Napp, Lisa A. Malloy William W. "When African-American families choose an African-centered charter school in place of a traditional public school for their children, what motivating factors inform that decision?" Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1747.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008. Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.

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Yoon, Aimee Jean Yoon. "Racial Achievement Gaps among Young Children: How Do Schools Matter?" The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498142602172034.

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Templeton, Major Nathan. "Closing the gap the relationship between instructional behavior management tools and the academic performance of African American students /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Scura, Trovato Valerie Susan. "Slate Pencils?: Education of Free and Enslaved African American Children at The Bray School, Williamsburg, Virginia, 1760-1774." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1477068197.

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There is a dearth of literature on the archaeology of childhood. Historical archaeology, by its unique nature as a discipline, can use a combination of written documents, the archaeological record, and oral histories to interpret past lives. Historical documents and correspondence of the Associates of the Late Reverend Dr. Thomas Bray attest to the establishment of The Bray School, a school created for free and enslaved African American children in eighteenth-century Williamsburg, Virginia. Appointed schoolmistress Mrs. Ann Wager played a significant role in what the children were being taught. An abundance of slate pencil fragments found on the Bray School site and oral histories contradict what is found in the written record.

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Harris, Diana. "Food Insecurity & BMI outcomes among pre-school and school aged children in an inner city setting." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/31807.

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Public Health Ph.D. Introduction: While the paradoxical association between overweight and household food insecurity (HFI) is well established amongst low-income women, findings remain inconclusive amongst children. The purpose of this study was to determine the relationship between household food insecurity (HFI) and child overweight outcomes in an inner-city, pre-school and school aged population. Methods: This study used a cross-sectional study design augmented by validated Early Pregnancy Study (EPS) data collected during a pregnancy 6 years prior. A random subset of mothers of child-bearing age (23-44 years) and the child resulting from that pregnancy (between 4-7 years of age at time of re-enrollment) were tracked and re-enrolled in this follow-up study. The primary exposure, HFI, was captured using an adaptation of the standardized US Food Security Scale -- embedded within a larger self-report questionnaire addressing selected maternal and child influences (such as health, exercise, and dietary risk factors) on child weight patterns. Maternal and the child BMI outcome was determined through in-home clinical assessment of height and weight and using standard CDC based cutoffs to classify weight status. Self-report and biologically confirmed prenatal EPS data were also obtained to establish useful baseline data and to enhance study results. Exploratory hypotheses examined: (1) Interrelatedness between select maternal and child health, social-environmental, and socio-demographic exposures and (2) Household food insecurity (HFI), prenatal and current maternal and child exposures were explored for their relationship with child BMI. Results: Thirty-six mother-child dyads participated in this follow-up study. Twenty-eight percent of mothers reported HFI; 83% of mothers were classified as overweight or obese and 58% of children were categorized as at-risk for overweight or overweight. Most bi-variate analyses yielded non-significant results, though in-utero drug use was significantly correlated, and mothers who tested positive for tobacco use during pregnancy were also likely to test positive for marijuana use, as determined through biological confirmation (p<0.05). Additionally, current maternal BMI as well as current maternal hip-to-waist ratio were each significantly associated with current child BMI (p<0.05). One unexpected finding included a significant association between current maternal BMI and presence of a co-morbidity in the child (p<0.05). No significant relationships were found between HFI or additional exploratory multivariate models looking at independent effects of prenatal and current maternal-child exposures in predicting child overweight, though current maternal BMI was predictive of child overweight in most analyses. Access to electronic medical record information was highly predictive of participation in this follow-up study (p<0.001). Discussion: This study provided an opportunity to better characterize an attrition-prone population, and, while it is possible to track and identify these women through electronic medical record databases, recruitment efforts were labor-intensive and attrition rates particularly high (~22% of mothers re-enrolled). Overall, the influence of household food insecurity on child overweight remains unclear. However, study findings also demonstrated that maternal weight alone was highly predictive of child overweight as early as pre-school, mirroring empirical evidence in this area. Ultimately, childhood obesity is more effectively prevented when treated as a familial concern. Future studies should continue to explore cumulative influences catalyzing obesity in young children in order to better inform understanding of early obesity onset. Temple University--Theses

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Lintz, Angela. "The tectonics of class culture and resources in education : a case study of two African American private schools /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9975890.

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Mack, Gisele L. "The Faceless and Voiceless Parents: How They Help Their Children Succeed in School." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1100139154.

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Howard, Darryl E. "Educational strategies for Christian teachers and administrators instructing African American boys and youth in Christian schools." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Curry, Aubretta P. "We don't talk like dat! perceptions of preparedness to teach language diverse students /." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/curryap.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009. Title from PDF title page (viewed Jan. 26, 2010). Additional advisors: Martha Barber, Lynn Kirkland, Maryanne Manning, Deborah Strevy. Includes bibliographical references (p. 129-142).

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Lewis, Keahna M. "Poverty and the educational barriers children cross before adulthood| Effective strategies in reducing the long-term effects of poverty on the educational attainment of school aged children| A grant project." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522586.

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The purpose of this project was to design a program, identify a funding source, and write a grant to fund a prevention and intervention program for youth and parents in impoverished neighborhoods who are facing educational losses and barriers due to their socioeconomic class. An extensive literature review increased the writer's knowledge about the relationship between poverty and education. Information about evidence-based prevention programs was gathered and used by the grant writer to design a best practices program for impoverished neighborhoods in Los Angeles County, particularly the South Central area. A search for potential funding sources via Internet, library, and grant funding search engines resulted in the selection of the Weingart Foundation as the best funding source for this project. The funds will be used to open "Pearl of Hope" in the South Central area of Los Angeles. The objectives of the program are to: (a) increase student's academic performance; (b) facilitate home environments that are conducive to their child's education; and (c) educate teachers of effective ways of working with children that come from poor backgrounds.

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Ghazal, Tariq. "Prevalence, incidence and risk factors for dental caries in preschool and school-aged African American children: a prospective cohort study." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5478.

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My PhD projects were secondary analyses of data from a prospective study conducted at the University of Alabama at Birmingham. Two cohorts of low socioeconomic status, African-American children from Perry County, Alabama, were invited to participate. Children in the 1st Cohort (Cohort 1, n=98) were approximately six years old at baseline and followed for 6 years, while children in the 2nd Cohort (Cohort 2, n=95) were approximately one-year-old at baseline and followed for five years. For the first dissertation project, the prevalence and incidence of dental decay were assessed for children in Cohort 1. The findings of this report showed that 60-70% of the children had dental decay experience at each of the six annual exams. Approximately a third of the children had additional new tooth decay from age 6 to age 12. For the second project, risk factors for time to dental decay occurrence were assessed using a relatively new analytic approach which allowed the use of time-dependent risk factors for children in Cohort 1. This was the first time for this analytic approach to be used in the dental literature, although it is widely used in medical research. The merit of using this technique was that, since dental decay risk factors can change with time, the value of the risk factor was allowed to change over time. The second project showed that about 29% of the children had their first permanent tooth decay event during the six-year follow-up. Final results showed that greater consumption of water, milk and 100% juice were associated with lower dental decay hazards, while greater consumption of added-sugar juice was associated with greater hazard of having an event. The third PhD project was designed to assess the patterns of and the relationship between initial Mutans Streptococci detection and dental caries experience occurrence in African-American pre-school children with mean age of 1 year at baseline. The third project dealt with the MS variable as a “time-dependent variable”, using a statistical analysis called “Extended Cox hazards modeling”. To the knowledge of the author, this is the first published study which has used this relatively new analytic approach to assess the complex relationship between MS detection and dental caries experience. In addition, in the third project, the behavioral risk factors for having a positive salivary MS test were assessed. This study found that median MS acquisition survival (when 50% of the children had positive salivary MS test) was 2 years and mean survival time was 2.09±0.09 among African-American children who had valid MS acquisition tests (n=99). Approximately 23% of the children did not have any positive salivary MS test by age 4 years. Multivariable analysis showed that not having a positive salivary MS test at any of the study exams was associated with having acute illness in the previous 6 months and being recruited into the study before 10 months of age. Results of extended Cox proportional hazards modeling showed a significant relationship between having a caries experience event at any given time during the follow-up period and having a positive salivary MS test at any point in time (HR=2.25, 95% CI 1.06-4.75).

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Esposito, Layla E. "The Role of Empathy, Anger Management and Normative Belief about Aggression in Bullying Among Urban, African American Middle School Children." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1181.

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This study used binary logistic regression analysis to examine the role of empathy,anger management, and normative beliefs about aggression on overt bullying, relational bullying, and prosocial behavior in urban African-American middle school children. Participants included 177 African-American sixth, seventh and eighth grade students from two public, urban middle schools in a large city in the Southeast United States. The results of this study indicated that binary logistic regression models including empathy, anger management, and normative beliefs about aggression predicted prosocial behavior, and marginally predicted relational bullying. Nonnative beliefs about aggression had a significant moderating effect, such that for participants who endorsed higher normative beliefs about aggression, low levels of empathy significantly increased the likelihood of being classified as a relational bully. Participants in this study reported highly aggressive behavior, with 24% of the sample being identified as overt bullies. Significant gender differences were also identified in this study. Boys reported more relational aggression than girls, and girls reported higher levels of empathy, and prosocial behavior. Implications for future research and intervention programs for bullying among middle school children are discussed.

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Felton, Emily Byas. "Strategies used in implementing the multiple eligibility crieria rule in Georgia elementary schools to increase representation of black American students in gifted education." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/emily_a_byas/felton_emily_b_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008. "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Abebayehu Tekleselassie. "December 2008" ETD. Includes bibliographical references (p. 119-129) and appendices.

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Reynolds, Rema Ella. "Holla if you hear me giving voice to those we have missed : a qualitative examination of black middle class parents' involvement and engagement activities and relationships in public secondary schools /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835603611&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Khalifa, Muhammad A. ""Give me the worst of them, and I'll make them the best" an ethnographic study of a successful alternative school for at-risk African American children /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Dept. of K-12 Educational Administration, 2008. Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 224-236). Also issued in print.

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Williams, Randolph. "How direct descendants of a school lockout achieved academic success: Resilience in the educational attainments of Prince Edward County's children." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154190.

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Behrle, Sarah H. "EFFECTIVENESS OF PEER-MEDIATED SOCIAL SKILLS TRAINING ON MEASURES OF SOCIAL ACCEPTANCE OF AFRICAN AMERICAN CHILDREN DISPLAYING ANTISOCIAL BEHAVIORS." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313515170.

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Henfield, Malik S. ""I am a rarity in my school" hidden obstacles for African Americans in gifted education /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155752723.

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Marignay, Bisola. "Everyday life| A critical ethnography of a community caring for children under assault in schools." Thesis, California Institute of Integral Studies, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621052.

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This critical ethnographic study investigated the outlook of the African American community in New Orleans on inherent resources for supporting the youth of the community in achieving successful educational and personal development under the oppressive conditions that they are subjected to in privatized public schools. The objective was to identify what the community envisioned as protective support for youth against typical disciplinary practices in schools that include physical and psychological abuse, suspensions for minor offenses that set youth en route to prison, and State laws have been enacted to support those practices. The research was guided by the following questions: What resources are available within the community to support the survival and thriving of African descendant youth who are threatened by State condoned aggression in public schools? What change do parents, students, and members of the community want in public schools? What action do parents, students, and members of the community see as necessary to making that change? Data was collected through the ethnography methods of participating in residents' everyday lives by attending meetings and community events related to the school situation; observing social action; taking reflective notes; and video recording one-on-one conversations arranged as follow up to conversational exchanges or overheard commentary. The findings of the study consist of three themes consistently identified as elements necessary to a program of support for African descendant youth's psychological balance, motivation, and self-actualization. The three themes of self-knowledge, self-reflection, and self-reliance were consistent articulated in the outlook data of members of the community. Resistance in action centered on building education institutions founded on African centered values and curriculum, taught by African America teachers. African centered values were viewed as a basis for actualizing self-sufficiency and positive personal development for African descendant youth. Differences in outlook were found regarding educational institutions best suited to deliver the required support and the corrective value of mainstream politics. Independent African centered schools were seen as necessary to supporting the optimal development of African American youth, and free public education with access by all was seen as needed for educating the masses of African American youth given the financially depressed conditions of African American communities. Participation in mainstream politics as a means of gaining leverage for the community was viewed as highly valuable in some sectors of the community and as less valuable in others.

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Harris, Jennifer. ""You will be listened to this time" : the Seattle Urban Academy and the struggle to create a school-community partnership, 1968-1971 /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7599.

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Brown, Patricia Dimmy. "An Alternative to School Expulsion AEC - Providing a Second Chance for Children." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459188926.

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Mitchell, Ethel Whitfield. "A comparison of achievement and attendance of fifth grade African American male and female students attending same-gender classes and coeducational classes in two inner city schools." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40152.

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Weiss, Emily Michelle. "Sleep and Young Children's Development of Self-Regulation and Academic Skills." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4081.

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School readiness incorporates children's academic abilities and their ability to self-regulate in the classroom. Prior research shows that sleep is related to children's development of these skills, although the mechanisms through which sleep affects school readiness are not well understood. Research also indicates that economically disadvantaged children and children of color may have poorer academic and regulatory skills at school entry and may sleep less and sleep less well on a regular basis. The current study explores the role of sleep quantity and quality in young children's development of two skills critical for school success: self-regulation and academic abilities. This study intentionally focuses on a predominantly African-American, economically disadvantaged population, who may be at risk for greater sleep-related difficulties and lower school-related skills at kindergarten entry. It was hypothesized that a) young children with higher quantity and quality of sleep would show greater development of academic skills and self-regulation across one calendar year, b) the role of sleep in the development of these abilities would be relatively stronger among kindergarteners than among 1st graders, and c) the role of sleep quality and quantity in young children's development of academic abilities would be partially explained by the relation between sleep and self-regulation. Results provide mixed support for the hypotheses, indicating that sleep quality and quantity relate differentially to different school-related skills among kindergarteners and 1st graders. This study contributes research to help explain how and why sleep affects young children and may offer insights for caregivers and educators working to help children develop school-related skills.

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Mong, Kristi Westmoreland. "A comparison of brief experimental analysis and extended intervention analysis for identifying reading interventions for at-risk elementary students." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-07142008-170042.

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Sheely, Angela. "School based child parent relationship therapy (CPRT) with low income Black American parents: Effects on children's behaviors and parent-child relationship stress, a pilot study." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6053/.

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This study examined the effectiveness of training low income Black American parents in child parent relationship therapy (CPRT). In response to the cultural values and challenges faced by low income Black American parents, the CPRT manual was adapted slightly for use with parents for this study. In this quasi-experimental design, 14 parents were assigned to the experimental group and 13 parents were assigned to the no treatment control group. Six hypotheses were analyzed. Different analyses were conducted based on the hypotheses. A two-factor repeated measures analysis of variance and analysis of covariance were conducted to determine if the CPRT treatment and the no treatment control group performed differently across time according to pretest and posttest results of the Child Behavior Checklist - Parent Version (CBCL) and the Parenting Stress Index (PSI). Additionally, partial η2 was calculated to determine practical significance. Five hypotheses were retained at the .025 level of significance. Findings indicated that parents who participated in the CPRT training reported a statistically significant decrease in parent-child relationship stress. Specifically, parents assigned to the experimental group demonstrated a statistically significant decrease in Child Domain (p < .001), Parent Domain (p < .001), and Total Stress (p < .001) of the PSI when compared to parents assigned to the no treatment control group. Similarly, results indicated that parents assigned to the experimental group reported statistically significant improvements in Total Problems (p < .01) and Externalizing Problems (p = .001) of the CBCL, when compared to parents assigned to the no treatment control group. No statistical significant results were found on Internalizing Problems.

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McCants, Zauditu Esther. "A study of whether African American students in the Atlanta university Center schools were knowledgeable of public health policies and programs concerning abused and neglected children." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/68.

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This study analyzed whether African American students in the Atlanta University Center schools were knowledgeable about public health policies and programs concerning abused and neglected children. Two hundred and one (201) participants were selected utilizing convenience sampling. The study surveyed males and females of which 91% were African American students. A survey questionnaire was utilized to collect data. The findings of the study indicated that a majority or 57.2% of the students were not knowledgeable about public health policies for abused and neglected children. However, a majority of the students indicated that they were knowledgeable about public health problems and programs for this population. A majority or 84.1% indicated that they were not abused and neglected as children, but a significant percentage or 15.9% indicated that they were abused and neglected. When the chi square test for significance was applied, the null hypothesis was accepted indicating that there was no statistically significant evidence at the .05 level of probability that the students were abused and neglected when they were children.

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Martin, P. W. "Historical events leading to the state take over of the Paterson, New Jersey school system : video and written materials /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11902346.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995. Includes tables and appendices. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Francis Ianni. Includes bibliographical references (leaves 272-274).

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Dissertations / Theses on the topic 'African American school children'

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