The Effects of School Context, Structure, and Experiences on African American Males in Middle and High School

Davis, James Earl; Jordan, Will J.

doi:10.2307/2967296

Cited by 171 publications

(123 citation statements)

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“…Rates of suspension are also influenced by a variety of school factors. Schools with higher rates of suspension have been reported to have higher student-teacher ratios and a lower level of academic quality (Hellman & Beaton, 1986), spend more time on discipline-related matters (Davis & Jordan, 1994), and pay significantly less attention to issues of school climate (Bickel & Qualls, 1980). Indeed, Wu et al (1982) reported that school and district characteristics, such as teacher attitudes, administrative centralization, quality of school governance, and teacher perception of student achievement, explained a greater proportion of the variance in school suspension than student attitudes and behavior.…”

Section: Environmental Contributions To School Disciplinementioning

confidence: 99%

Predicting violence from school misbehavior: Promises and perils

Morrison

Skiba

2001

Psychology in the Schools

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This article considers the issue of predicting violence committed by students on school campuses through the use of school discipline indices such as office referrals, suspensions, and expulsions. The existing research on incidents of school discipline markers is reviewed as well as sources of variation due to student characteristics and classroom or school-wide practices. Challenges in making accurate predictions about future behavior at school are outlined.

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Section: Environmental Contributions To School Disciplinementioning

confidence: 99%

Predicting violence from school misbehavior: Promises and perils

Morrison

Skiba

2001

Psychology in the Schools

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“…The goals of Ohio's SSI professional development programs were to provide content information, taught by inquiry, and to develop a network of support for the sustained professional development of teachers (Kahle, 1997). These teaching strategies have been shown to be effective in improving student, particularly female and minority student, attitudes toward and achievement in science (Eccles, 1989;Johnson & Johnson, 1987;Kahle, 1996). These teaching strategies are also consistent with the recommendations of the National Science Education Standards (NRC, 1996).…”

mentioning

confidence: 99%

Urban African-American middle school science students: Does standards-based teaching make a difference?

Kahle

Meece

Scantlebury

2000

J. Res. Sci. Teach.

104

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The current reform movement in science education promotes standards‐based teaching, including the use of inquiry, problem solving, and open‐ended questioning, to improve student achievement. This study examines the influence of standards‐based teaching practices on the achievement of urban, African‐American, middle school science students. Science classes of teachers who had participated in the professional development (n = 8) of Ohio's statewide systemic initiative (SSI) were matched with classes of teachers (n = 10) who had not participated. Data were gathered using group‐administered questionnaires and achievement tests that were specifically designed for Ohio's SSI. Analyses indicate that teachers who frequently used standards‐based teaching practices positively influenced urban, African‐American students' science achievement and attitudes, especially for boys. Additionally, teachers' involvement in the SSI's professional development was positively related to the reported use of standards‐based teaching practices in the classroom. The findings support the efficacy of high‐quality professional development to change teaching practices and to enhance student learning. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1019–1041, 2000

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“…As such it is assumed that when a child behaves in antisocial ways, the parents are liable for their children's conduct. Juvenile delinquency impacts negatively on children's education as shown by Davis and Jordan (1995). The researchers' have shown the academic and social challenges that face US schools as a result of children's nonconforming behaviours.…”

Section: Introductionmentioning

confidence: 99%