EAHR

... Pohan, CA, & Aguilar (2001). ... Tabachnick, B., & Fidell, L. (2006). ... Published by eContent Management Pty Ltd Email: info@e-contentmanagement.com PO Box 1027 Maleny Queensland 4552 Australia Phone: +61-7-5435-2900 Fax: +61-7-5435-2911. ...

This study provides a critical look at achievement of African American (AA), and Latino (L) females in third and fifth grades on the Texas Assessment of Knowledge and Skills (TAKS) in reading, mathematics and science. Descriptive statistics were used to analyze the 2007 and 2011 TAKS raw data. Data analyses indicate that AAL females had the lowest mean scores in reading, mathematics and science. This study brings light to the lack of preparation of AAL females in their early school experiences for a trajectory in STEM careers.

This study provides a critical look at achievement of African American (AA), and Latino (L) females in third and fifth grades on the Texas Assessment of Knowledge and Skills (TAKS) in reading, mathematics and science. Descriptive statistics were used to analyze the 2007 and 2011 TAKS raw data. Data analyses indicate that AAL females had the lowest mean scores in reading, mathematics and science. This study brings light to the lack of preparation of AAL females in their early school experiences for a trajectory in STEM careers.

COVID-19 pandemic was and continues to be a shock and a challenge to the entire world. This health and safety challenge found its way into the world of higher education, even in programs that were already delivered in online environments. In this study, we examined the perceptions of 79 developing principals enrolled in a Master of Education Degree program in Educational Administration at Texas A&M University in the United States as they processed the efficacy of a virtual professional development (VPD) leadership for a state certificate in Advancing Educational Leadership (AEL). The state agency has required AEL as a 3-day state-mandated face-to-face training which is a basic requirement for school leaders who evaluate teachers. In fact, per state policy, AEL was delivered in a face-to-face format since it began in 2015, but was transformed to a VPD format in 2020, for the first time, as a response to safety concerns resulting from the COVID-19 pandemic. The Texas Education Agency ...

... values, interpersonal, and intergroup creation, acquisition, and use of objects in the environment (Bogdan & Biklen, 1998; Marshall & Rossman ... Claude and Jerrod, two African-American students from Classroom A, were engaged in a cooperative spelling eort at the chalkboard ...

The public education system in the United States has overidentified African American children as targets for special education. In 1998, figures released by the U.S. Department of Education showed that African American students comprised 21% of all students in special education courses in the United States. Yet, African American students account for only 16.8% of the public school population. Research shows that overidentification is related to ethnicity, poverty, inappropriate assessment tools used by schools, and teacher misperceptions. This article describes teachers' perceptions of African American students' achievement and aggression based on their walking style. Additionally, suggestions are provided for teaching practices and student interactions that promote high student achievement in the classroom and beyond.

This study examined teachers' perceptions of African American males' aggression and achievement and the need for special education services based on African American students' cultural movement styles (i.e., walking). The participants, 136 middle school teachers, viewed a videotape and completed a questionnaire. To study interaction effects between student ethnicity and student movement and teachers' ratings of student achievement, aggression, and need for special education, a completely randomized factorial analysis of variance was employed. The results indicated that the teachers perceived students with African American culture—related movement styles as lower in achievement, higher in aggression, and more likely to need special education services than students with standard movement styles. Implications for research are discussed.

Significant numbers of culturally diverse children and youth now experience school failure in schools across the United States. To counter this unfortunate and inequitable circumstance, many teacher educators and policymakers now advocate for multicultural curricula in teacher education and special education programs. Although the research on multicultural education has been examined thoroughly, there has been no systematic analysis of the multicultural teacher education empirical literature in special education. Hence, the purpose of this manuscript is to present findings from a comprehensive analysis of this literature. We first summarize the existing research in teacher education. Next, we examine extensively the existing literature on multiculturalism in special education teacher preparation programs. We end our review with identification of strengths and weaknesses of existing research and provide recommendations for future inquiries.