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ERIC Number: EJ995635
Record Type: Journal
Publication Date: 2013-Jan
Pages: 24
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-0042-0859
"Stakes Is High": Culturally Relevant Practitioner Inquiry with African American Students Struggling to Pass Secondary Reading Exit Exams
Houchen, Diedre
Urban Education, v48 n1 p92-115 Jan 2013
This article explores practitioner inquiry and culturally relevant pedagogy to create academic success with students facing high school exit examinations in Reading. In Florida, about one-third of African American students passed the test in 2010. Student perspectives on achievement, school processes, and engagement were incorporated with strategic practice to create a collaborative, classroom environment. Culturally relevant pedagogy, literacy theory, and English language arts instruction were integrated with student's perspectives in curriculum design and instruction. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida