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ERIC Number: ED466682
Record Type: Non-Journal
Publication Date: 2002-Mar-20
Pages: 26
Abstractor: N/A
Reference Count: N/A
African American Children and Successful Urban Public Elementary Schools.
Slaughter-Defoe, Diana T.; Andrews, Adrianne; Zhang, Donghui
This study examines how the intersect of policy and practice, as articulated by educational leadership, created a school culture that fostered positive educational outcomes for at-risk, poor children in two Philadelphia public elementary schools. The school had reached and sustained an academic achievement standard that defied predicted levels for similar at-risk students. The study hypothesized that a philosophically coherent school community shared by pivotal stakeholders in the child's caregiving system would provide the necessary context for successful child outcomes. Between September 2000 and May 2001, researchers observed in classrooms and interviewed teachers and administrators. Results indicate that the schools had different missions and goals, and that they differed in how school community was structured and sustained by their principals and other in-school academic leaders and in related academic and social value orientations. The purposeful leadership of these two schools' principals contributed to the educational policies and practices that maximized the educational performance outcomes of at-risk students. Both schools provided extensive daily instruction in language arts mathematics, and reading. At both schools, teachers had extensive autonomy, and teacher-student interactions addressed feedback to students about academic performance, student discipline, and praise. Neither school displayed many instances of integrated approaches to racial identity development and cultural diversity within ongoing classroom instruction. (Contains 26 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A