Educating At-Risk Urban African American Children: A Comparison of Two Types of Middle Schools

Autor/inn/en	Fenzel, L. Mickey; Domingues, Janine; Raughley, Brigid C.
Titel	Educating At-Risk Urban African American Children: A Comparison of Two Types of Middle Schools
Quelle	(2006), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Poverty; High Risk Students; Conventional Instruction; Nontraditional Education; Scores; Achievement Tests; Self Concept; Self Esteem; Student Motivation; Educational Environment; Urban Schools; Academic Achievement; African American Students; Correlation; Middle School Students; Teacher Student Relationship; Parochial Schools; Peer Relationship; Student Participation; Comparative Analysis + Suchen Sie Ihr Suchwort? Armut; Problemschüler; Non-traditional education; Alternative Erziehung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Korrelation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Konfessionsschule; Peer-Beziehungen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Evidence is clear that urban high poverty public schools are failing to meet the educational needs of its students, particularly students of color. The present study examines the effectiveness of two types of high poverty parochial schools for 354 African American middle school students. Results show that alternative middle schools, known as Nativity schools, are more successful than traditional schools in helping students improve in standardized test scores. Further analyses show that, regardless of school type, students perform better in school when their levels of intrinsic motivation for school work is higher. Intrinsic motivation is influenced by students' self-worth perceptions and perceptions of their class environments as engaging and their schools as enjoyable and fair places. Implications for urban schooling for African American children are discussed. (Contains 3 tables.) (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10