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ERIC Number: ED212570
Record Type: RIE
Publication Date: 1980-Jun
Pages: 11
Abstractor: N/A
Reference Count: N/A
Research Agenda for Teacher Education--Black Perspective.
Mohr, Paul B., Sr.
Studies of teacher education programs in black colleges reveal that they have done a commendable job in the areas of individualizing instruction, evaluating students on performance, and field experience programs in the community. Declining enrollment, however, indicates that the black teacher is an endangered species. The urgent necessity of a black perspective for teacher education's research agenda is emphasized. A report is given of a study of the perspectives and perceptions of black administrators on the educational experiences of black children in desegregated classrooms. Responses indicated that desegregation had some negative effects on black administrators' jobs and that integration has had only a minimum positive effect on their role. Some respondents indicated that black children had a better self-concept in segregated black schools with black teachers, although some did feel that integration had helped the black child's self-concept. A majority of the administrators felt that white teachers had a negative affect on black students. Less than half of the group felt that learning situations had changed for the better for black students. However, the respondents felt that the education of black students has improved to some degree. In discussing the need for a black perspective in educational research, it is pointed out that findings, conclusions, and recommendations in studies tend to reflect the researcher's concerns, prejudices, biases, and beliefs. While black researchers are no different from whites in this regard, different preconceptions and perspectives are necessary to obtain some balance in educational research. (JD)
Not available separately, see SP 019 478.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A