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ERIC Number: EJ942382
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-0022-2984
When the African-Centered Paradigm Is Not Enough: Lessons from an Urban Charter School
Clarkson, Lesa M. Covington; Johnstone, Jerika R.
Journal of Negro Education, v80 n2 p108-120 Spr 2011
This article reflects on processes and characteristics that had a positive impact on improving mathematics achievement at an African-centered charter school. In doing so, an exploratory look into organizational culture provides the basis for a discussion on African-centered school culture. African-centered education played a major role in providing a strong foundation for superior mathematics achievement among African American students. While school culture is argued to be a critical element to successful mathematics curriculum reform, it is argued that communities of practice are critical to making curriculum successful. The article concludes with a discussion of strategies and components to effective math instruction and achievement for African American children. (Contains 4 figures.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A