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Educator perceptions of policies tha...

Henley, L. Antonio.

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Educator perceptions of policies that may impact Black male high school persistence.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Educator perceptions of policies that may impact Black male high school persistence./
作者:	Henley, L. Antonio.
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2824.
Contained By:	Dissertation Abstracts International71-08A.
標題:	African American Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3470100
ISBN:	9781124117362

Educator perceptions of policies that may impact Black male high school persistence.
Henley, L. Antonio.

Educator perceptions of policies that may impact Black male high school persistence. - 176 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2824.

Thesis (Ph.D.)--University of New Hampshire, 2010.

This study purposed to identify educators' perceptions about the academic state of Black males, explore the influence of policies on Black males' high school persistence, and examine differences in educator perceptions with regards to the impact of education policies on African American males. Findings indicate that educators believe that Black males are doing poorly academically and educators are concerned about the academic progress of Black males. Also, educators do not to believe that the majority of policies identified in this research have any significant impact on the high school persistence of Black males. Further, there are significant differences in educators' perceptions based on their role and their race. Finally, educators recommend mentoring initiatives, especially those that can employ African American males to serve as role-models, and they further urge parental involvement, particularly with regards to monitoring of academic work.

ISBN: 9781124117362Subjects--Topical Terms:

1669123
African American Studies.

Educator perceptions of policies that may impact Black male high school persistence.
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