African American Educators' Ideas and Practices for Increasing High School Graduation Rates, 1920-1940

Autor/in	Juergensen, Miyoshi B.
Titel	African American Educators' Ideas and Practices for Increasing High School Graduation Rates, 1920-1940
Quelle	In: High School Journal, 99 (2015) 1, S.46-65 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2015.0017
Schlagwörter	Graduation Rate; High School Graduates; High School Students; Secondary School Teachers; African American Teachers; Teacher Attitudes; Educational Practices; School Schedules; Curriculum Development; School Guidance; Racial Factors; Economic Factors; Documentation; Coding; African American Students; Academic Persistence; School Role; Teacher Role; Equal Education + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Student; Students; Schüler; Schülerin; Studentin; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungspraxis; Schulzeiteinteilung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ökonomischer Faktor; Dokumentation; Codierung; Programmierung; Lehrerrolle
Abstract	This study explores African American educators' ideas about school completion in the 1920s and 1930s as a way to begin to understand their contributions to the historical discourse on school completion. Using publications from African American professional teaching organizations, the author elevates and examines how African American educators both discussed and engaged in rhetoric around high school completion. The study finds that African American educators primarily advocated for institutional adjustments when discussing ways to increase high school completion. Specifically, African American educators overwhelmingly encouraged schools and teachers to adjust the school day, differentiate the curriculum, and restructure guidance programs to address high school completion concerns. However, the author finds that high school completion did not exist as an isolated educational concern. Instead, the data indicate that African American educators viewed high school completion as part of a long-term strategy for racial uplift and economic advancement. (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01