The Challenges and Opportunities The Challenges and Opportunities for the Schooling of African for the Schooling of African

American Males in the Context of American Males in the Context of Comprehensive School ReformComprehensive School Reform

A. Wade Boykin, Ph.D.Capstone Institute

At Howard University

Albury and Boykin (2000)Albury and Boykin (2000)

AA 10.7 (4.9)

EA 13.9 (6.9)

1994 average NAEP reading scores for 1994 average NAEP reading scores for twelfth graders by their racial and ethnic twelfth graders by their racial and ethnic status and the education levels of their status and the education levels of their

parentsparents

Parent Education LevelLess than high school

Graduated from high school

Some education beyond high school

Graduated from college

White 274 283 294 302

Black 258 258 271 272

Hispanic 260 265 279 283

White-Black = 16 25 23 30

White-Hispanic=

14 17 15 19

Note: Differences in scores between groups were calculated before rounding. Source: Campbell, J.R., et al., NAEP 1994 Reading Report Card for the Nation and the States: Findings From the National Assessment of Educational Progress and Trial State Assessments (Washington, DC: U.S. Department of Education, 1996).

Percentage of High-School Percentage of High-School GraduatesGraduates

0

20

40

60

80

100

25-34 45-54

Percentage of College Graduates Percentage of College Graduates By Age GroupBy Age Group

0

10

20

30

40

50

60

25-34 45-54

GAP CLOSING OPTIONSGAP CLOSING OPTIONS

PERF

PRE POST

C

White

Black

Evidence-Based Approach Evidence-Based Approach to School Improvementto School Improvement

Programs based on research literature

Programs based on on-site data

On-site data based on sound methods and

instruments

Enabling conditions are provided and documented

Implementation quality is assessed & adjustments

are made

Instruction is guided by assessment

Outcomes are evaluated and linked to conditions and implementation

Integrity-Based Integrity-Based PrinciplesPrinciples

Meaningful Learning

Strategic Instruction and Critical Engagement

 Learning Community

 Cultural Resources  Constructive Social Relationships 

Meaningful LearningMeaningful Learning

Relevance

Personal Connections

World Connections

Subject Matter Connections

Importance

Prior Knowledge, Competences and Understanding

Strategic Instruction and Strategic Instruction and Critical EngagementCritical Engagement

Graphic organizers

Mnemonic devices

Curriculum extension tools

Strategy modeling

Critical thinking

Metacognition

Collaboration and collaborative learning

Student accountability, ownership and

responsibility

Student voice and choice

Inclusiveness

Learning CommunityLearning Community

Langer (2001)Langer (2001)

““Beating the Odds”Beating the Odds” “Typical Teachers”“Typical Teachers” APPROACH T0 SKILLS APPROACH T0 SKILLS

INSTRUCTIONINSTRUCTION

CONNECTED LEARNINGSCONNECTED LEARNINGSMulti-facetedMulti-faceted 88%88% 0% 0%NoneNone 0%0% 58% 58%

ENABLING STRATEGIESENABLING STRATEGIESOvertly TaughtOvertly Taught 100%100% 17% 17%Left ImplicitLeft Implicit 0% 0% 83% 83%

CONCEPTION OF LEARNINGCONCEPTION OF LEARNINGDeeper UnderstandingDeeper Understanding 100%100% 0% 0%Immediate GoalImmediate Goal 0%0% 100%100%

CLASSROOM ORGANIZATIONCLASSROOM ORGANIZATION

Shared CognitionShared Cognition 96%96% 8% 8%Individual ThinkingIndividual Thinking 4% 4% 92% 92%

STIPEK (2004)STIPEK (2004)

Constructivist TeachingConstructivist Teaching

Phonics Instruction Embedded in Meaningful

TextModeling & Guided Use of Explicit Comprehension StrategiesMultiple Methods of Reading InstructionConnection to Children’s Personal ExperiencesEncouragement of Self Expression

Didactic Teaching

Isolated Phonics Instruction

Rote Memorization

Teachers Read to Students Without Engaging in Conversation

Correctness Emphasis in Children’s Writing

% Below Grade Level .18

% Eligible Lunch .04

% African American.42*

% Latino in School .06

P < .001

Entries are regression coefficientsStipek (2004)

Prediction of Didactic Prediction of Didactic TeachingTeaching

CConstructive Social onstructive Social RelationshipsRelationships

Encouragingly high

expectations

Effort and improvement

emphasis

Constructively prosocial

behaviors and

communications

Kaplan & Maehr (1999)

Task Ego

Goals Goals

Emotional Tone -.35

Peer Relationships -.31

Perceived Academic Efficacy .49

Disruptive Behavior -.41

Significant Regression Coefficients

Cultural ResourcesCultural Resources

Family, peer, community socialization

Traditions, rituals and practices

Fundamental core values

Culturally salient learning structures

Popular culture

LEARNING SCENARIO

Individual Competitive Vervistic CommunalAfrican 0.41 0.92 3.94 3.86American

Individual Competitive Vervistic CommunalEuropean 2.57 2.26 1.75 2.89American

Boykin,Tyler, Miller and Albury (2003)

Midpoint = 2.00

MEAN LEARNING ORIENTATION MEAN LEARNING ORIENTATION PREFERENCEPREFERENCE

LEARNING ORIENTATION

Individual Competitive Vervistic CommunalAchievement 3.9 4.4 3.3 3.0

Motivation 3.6 3.6 2.7 2.8

Boykin,Walton & Tyler (2003)

Achievement Midpoint = 3.0Motivation Midpoint = 2.5

TEACHERS’ PERCEIVEDTEACHERS’ PERCEIVEDSTUDENT OUTCOMESSTUDENT OUTCOMES

Communal Learning Communal Learning PromptPrompt

[Instructions should be given to the students while they are holding hands and standing in a

circle around the tutor].

I would like you to help each other by working together. It is important

that you feel connected with the students that you are working with in

your group. You should also try to do everything that you can to share,

help and work well together for the good of the group so that everyone

will [learn/compete the story/task/project]. Your group is counting on

you to do the best you can so that everyone will succeed and not just

for one of you to do well. Since all of you live in the same

neighborhood, have similar friends, and go to the same school, then

you are very important to each other. You should feel close to each

other and you should support one another. Remember also, that you

and your group are working together to make the most of this time

that you are spending here together. Therefore, you and your group

should be helpful, kind, and giving for the good of everything in your

group. You can do better if you all take part in [learning/completing the

story/task/project].

MEAN LEARNING SCORE

LEARNING CONTEXT

Individual Interpersonal Group CommunalCriterion Competition Competition

African 10.7 (4.9) 12.3 (6.0) 13.3 (6.8) 14.1 (7.8)American

European 13.9 (6.9) 13.5 (6.6) 12.2 (6.0) 10.7 (4.7)American

Albury & Boykin (2000)

Classroom-Based Communalism Classroom-Based Communalism Study: Comparison of Fractions Study: Comparison of Fractions

Posttest PerformancePosttest Performance

9.32

10.72

12.08

9

9.5

10

10.5

11

11.5

12

12.5Po

stte

st P

erfo

rman

ce

Individualistic LearningContext with Traditional

Pedagogy

Individualistic LearningContext with Constructivist

Pedagogy

Communalistic LearningContext with Constructivist

Pedagogy

Coleman, 2003

Integrity-Based Integrity-Based StrategiesStrategies

ConnectionsConnections

Critical ThinkingCritical Thinking

CollaborationCollaboration

CultureCulture

ConcernConcern

IF YOU DON’T KNOW IF YOU DON’T KNOW

WHERE YOU ARE WHERE YOU ARE

GOING, ANY ROAD GOING, ANY ROAD

WILL TAKE YOU WILL TAKE YOU

THERETHERE

Key Talent Development/Key Talent Development/Talent Quest PrinciplesTalent Quest Principles

Co-Construction

Multiple Outcomes

Multiple Success

Pathways

Asset-Driven Evidence-

Based Activities

So What Do We Mean By Assets?

Interests and Preferences

Motivational Inclinations  Passions and Commitments  Personal, Family, and Cultural Values

Family Traditions and Practices

 Attitudes, Beliefs and Opinions

 Self-Perceptions and Personal or Collective Identities

 Prior Experiences

 Prior Knowledge

 Existing and Emerging Understanding

 Existing and Emerging Skills and Competencies 

IF YOU DON’T IF YOU DON’T

KNOW HOW TO GET KNOW HOW TO GET

THERE THERE

THEN YOU WONT!THEN YOU WONT!

How To Get ThereHow To Get There

TTheoryheory TTargetsargets TTrainingraining TToolsools TThings (Resources, hings (Resources,

Activities, etc.)Activities, etc.)

THEORYTHEORY

WARNING!!WARNING!!

INTEGRITY

BASED

STRATEGIES

Attentional Deployment

Elaboration

Representation Schemes

Concept Webbing

Motivation/Affective Tone

Sustained Task Engagement

Efficacy & Resilience

Academic Identity

K & S Accumulation

Long Term Retention

Retrieval Mechanisms

The “Why” Of Enhanced

Educational Outcomes

Affective Processes

Cognitive Processes First Order Learning

Outcomes

Knowledge Transfer

Knowledge Production & Application

Knowledge Reflection & Judgment

Knowledge Communication

Higher Order Learning Outcomes

TARGETSTARGETS

TargetsThe Talent Quest Classroom:

Essential Features to Observe 

Kids talking about things that matter to them

Kids are doing things that connect to other things they have learned

 Kids giving more than one word/one sentence answers…elaborated justified answers to questions

Kids are writing about, reflecting on, and evaluating what they have learned

Active out of seat activities Popular culture brought in Evaluation (oral and written) rubrics that place a premium placed

on effort and improvement Classroom management as constructive socialization

TRAININGTRAINING

Professional DevelopmentProfessional Development

Ongoing (job-embedded)

Conceptual (what and why)

Practical (how and when)

Collaborative (peer support and professional learning community)

Reflective Active and hands-

on

TOOLSTOOLS

Action Plan for Pathway to Literacy ProcessStep 1: Previewing the Text

 Step in the Pathways to Literacy Process:

        • Preview the text • Read the text • Return to the text • Respond to the text • Extend the text This action plan will highlight the first step in the Pathways to Literacy Process: Preview the text.  Key Strategic Elements for Previewing the Text:1.     Discuss title/ topic2.     Brainstorming3.     Examine the pictures4.     Make Predictions5.     Reinforce vocabulary Previewing the text is done BEFORE students read the text for a lesson or activity. Previewing the text is a brief exercise to engage students in. The goals of Previewing the text are: a) activate prior knowledge about the topic, and b) help them to make predictions about what they will learn. This initial step is designed to increase student motivation, encourage active engagement and spark a genuine interest in the learning task.  Specific Strategies for Previewing the Text:1.     Direct students to pay special attention to headings2.     Examine words that are underlined, italicized, or bold 3.     Review pictures, maps, tables or graphs4.     Identify and define key vocabulary words Suggestions for Specific Strategies in Previewing the Text:It is suggested that students be provided with a graphic organizer for this portion of the exercise. These suggestions could be done in small groups or teacher led.1.     5 minutes to jot down everything the already KNOW about the topic of the text2.     5 minutes for students to Pair & Share their responses3.     2 minutes for student to jot down their predictions about the text4.     5 minutes for students to Pair & Share their predictions about the text* Instructional Suggestion: After the entire text is read, teacher should revisit student predictions and discuss which predictions were accurate and which text cues were used to make the predictions.

THINGSTHINGS

CONNECTIONSCONNECTIONS

Math Task Engagement Scheme

1. What did you learn today in Math that you didn’t know before?

2. How is what you learned today used outside of school?

3. How can you use what you learned outside of school?

4. How do you feel about today’s lesson? Why?

5. How well do you think your group learned today’s lesson?

6. How can your group improve in learning Math lessons like these?

7. How can you help your group improve learning Math lessons like these?

8. How can others in your group help you learn Math lessons like these?

9. How could what you learned in today’s Math lesson make you more helpful to your family?

10. How could what you and your family do at home be helpful in this Math lesson?

CRITICAL CRITICAL THINKINGTHINKING

Pioneer DaysFood

Today

•Mainly had to raise, grow, or hunt

•No good way to store

•Limited variety

•Could raise, grow, or hunt

•All food groups

•Most people buyat store; can raise,grow, or hunt

•Storage is good: refrigerator/freezer

•Large variety

Major Holidays and Celebrations

•Thanksgiving

•Religious: Christmas, Hanukkah, Easter

•4th of July

•Weddings,

•Birthdays, anniversaries

•Memorial Day

•Labor Day

•Martin Luther King, Jr.’s Birthday

Venn Diagram: Pioneer Days and Venn Diagram: Pioneer Days and TodayToday

COLLABORATIONCOLLABORATION(LEARNING (LEARNING

COMMUNITY)COMMUNITY)

Exit Pass QuestionsExit Pass Questions

What is one connection that I was able to make between what we learned today and an interest or goal that I have?

  What is one question I wish that I had asked today but I was confused or distracted at the time to think of it?

  If I were presenting on the topic at hand, I would want to be sure to include…?

  What is the one thing that I hope we will cover at tomorrow’s session?

  One thing I would like to change about this session is ….?

  I would have liked…?

  I would like to know more about …?

CULTURECULTURE

Cultural Modeling Cultural Modeling (Carol Lee, Northwestern University)(Carol Lee, Northwestern University)

This entails bringing examples from students’

popular cultural interests into the classroom in

ways that require students to use interpretive

or critical thinking skills to express these

popular culture examples. Then, students are

made fully conscious and reflective of their

deployment of these skills. Students are then

shown how these same skills that they display

underlie tasks in the formal curriculum.

Students then are lead to apply these skills to

tasks in the formal curriculum.

CONCERNCONCERN

FIGURE 4.5Guidelines for Effective Praise

Effective Praise… Ineffective Praise…

 1.     Is delivered contingently. 1.     Is delivered randomly or unsystematically

2.     Specifies the particulars of the accomplishment 2.     Is restricted to global positive reactions

3.     Shows spontaneity, variety, & other signs of credibility; suggests clear attention to students’ accomplishments.

3.     Shows a bland uniformity that suggests a conditional response made with minimal attention.

4.     Rewards attainment of specified performance criteria (which can include effort criteria).

4.     Rewards mere participation, without consideration of performance, processes, or outcomes.

5.     Provides information to students about their competence or the value of their accomplishments.

5.     Provides no information at all or gives students no information about their status.

6.     Orients students toward better appreciation of their own-task-related behavior & thinking about problem solving

6.     Orients students toward comparing themselves with others and thinking about competing.

7.     Uses students’ own prior accomplishments as the context for describing present accomplishments.

7.     Uses the accomplishments of peers as the context for describing students’ present accomplishments.

8.     Is given in recognition of noteworthy effort or success at difficult (for this student) tasks.

8.     Is given without regard to effort expended or the meaning of the accomplishment

9.     Attributes success to effort and ability, implying that similar successes can be expected in the future.

9.     Attributes success to ability alone or to external factors such as luck or low task difficulty.

10. Fosters endogenous attributions (students believe that they expend effort on task because they enjoy the task &/or want to develop task-relevant skills)

10. Fosters exogenous attributions (students believe that they expend effort on task for external reasons – to please the teacher, win competition or reward, etc.). 11. Focuses students’ attention on their own task-

relevant behavior.11. Focuses students’ attention on the teacher as an external authority who is manipulating them.

12. Fosters appreciation of, and desirable attributions about, task-relevant behavior after the process is completed.

12. Intrudes into the ongoing process, distracting attention from task-relevant behavior.

Source: Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32. Adapted by permission

Covington Elementary SchoolCorrelations of Integrity-based™

Instructional Practices with SAT-9 performance (2003-2004)

SubscaleReading NCE

ScoresMath NCE

Scores

Meaningful Learning .297** .341**

Strategic Learning .524** .522**

Cultural Resources .233* .285**

Learning Community .361** .368**

Constructive Social Relationships

.265** .292**

*p.05 **p.01

30 30

68

34

50

64

0

20

40

60

80

Reading Math

FY2003 FY2004 FY2005Results reported for students enrolled for a full academic year only

Preliminary Goodwork Elementary School

Student Performance in Reading and MathFY2003 – FY 2005

MSA

Percent Proficient

Multiple Outcomes: Multiple Outcomes: Educating The Whole ChildEducating The Whole Child

Educational Optimism Self and Collective Efficacy Academic Identity Critical Thinking & Problem

Solving Skills Economically Valuable Skills Social Emotional Competence Transformative Competence

FOR MORE INFORMATIONFOR MORE INFORMATION

 

ADDRESS: CAPSTONE Institute

Howard UniversityHoly Cross Hall, Room 4272900 Van Ness Street, N.W.Washington, D.C. 20008

 PHONE: 202/806-8484 FAX: 202/806-8498 EMAIL: info@capstoneinstitute.org

WEBSITE: www. capstoneinstitute.org