Twenty Issues in Teaching African American Pupils

Author: Manson, Tony J.
Year:2006
Pages:332
ISBN:0-7734-5685-6
978-0-7734-5685-3
Price:219.95
This book examines the importance of organized instruction, the classroom environment, and various theories of how learning is accomplished. The research sets forth a rationale for organizing the structure of classroom instruction and discusses how that is linked to learning strategies and tactics, as well as how it facilitates solving instructional/learning problems that may arise in the elementary classroom.

Task analysis, as a model for organizing lessons, is results-oriented to the degree it obliges the instruction to concentrate on learning activities that are designed to facilitate acquiring skills and reaching learning objectives. Task analysis is useful in lesson planning because it forces the instructor to examine each objective.

The focus on skills goes to the issue of learning strategy and tactics. The six components of learning strategy are meta-cognition, analysis, planning, implementation of the plan, monitoring of progress, and modification.

An important way in which students are called upon to demonstrate their learning skills is by solving problems. There is a five-step general problem-solving model outlined in the book.

Reviews

“ ... This is another excellent book by Dr. Manson in his mission on the issue of sensitizing the American public of the task of teachers all over the country. Education of our children is a very serious problem in American. The condition of our schools is explained in this book, but like anything else, can over cover so many aspects of the schools in America today ... There are many definitions of teaching and learning. This book stirs the proverbial pot of what teaching and learning looks like today. Programs or program changes, such as block scheduling, retention strategies, ‘No Child Left Behind,’ mathematical and technology concepts are given serious attention in this book. It is Dr. Manson’s desire to provoke change, not only within the profession, but with the overall public ...” – (from the Preface) Professor Marian Smith, Florida A&M University

“Teachers and teacher candidates should be especially interested in this book because it brings forth some of the everyday dilemmas that exist in schools today. The contributors to this book have tried to express ideas of school programs and teaching methodologies that they have used and were successful. I was impressed with this book because it strikes a chord of reality. Many of the authors today try to make its readers aware of the classroom realities but fall short. Dr. Manson and his contributors, in my opinion, capture some of the concepts of teaching and learning. The literature of this book shows the teacher and the program it introduces as self-reflective entities that come together for a complete approach to teaching methods that facilitate learning and help students become all they can be in life.” – Professor Michael McMorris, North Carolina Central University

“This book reflects the findings from several studies based upon the changing classroom environment and its attitude toward teaching. The research is effective and serves as a vehicle for administrators, teachers and prospective teachers to integrate their individual ideas toward classroom procedure, new laws, and special programs that exist in our schools. In addition, the research in this book indicates an untapped resource for increased awareness of the issues and the quality of instruction that exists today. It is important that prospective teachers explore what teachers do in the classroom. Teaching involves a complex series of events, and they must fit the learners they face. It is my hope that many readers will gain knowledge of what kind of instruction that may be available for our students.” – Professor Patty Ball Thomas, Florida A&M University

Table of Contents

Foreword
Preface by Marian Smith
Acknowledgements
1. Marian W. Smith – Producing Effective Teachers
2. Renee Wallace – The Challenges of Effective Online Instruction and Student Learning
3. Tony J. Manson – Let’s Compare: Traditionalist versus Constructivist Teaching
4. Joseph L. Jefferson, Charles R. Glass, Dora A. Whiteside, James E. Rucker III, and Shauna Coleman – Report Card: NO AFRICAN AMERICAN CHILD LEFT BEHIND
5. Elizabeth K. Davenport and Marian W. Smith – African-Centered Education and Academic Achievement: Can it be the Answer to the Achievement Gap?
6. Femi Hill – Early Literacy
7. Rhonda C. Porter – Misconceptions in Probability and Statistics: An Investigation of High School Students
8. Renee Wallace and Rhonda C. Porter – Professional Educators Effectively Instructing E-Learners
9. Patty Ball Thomas – The Effects of Repeating Reading on Reading Fluency
10. Tony J. Manson – The ‘Call Me Mister’ Program
11. Elizabeth K. Davenport, Theresa A. Shotwell, and Thomasina Bridgeford – Are Boys Lagging Behind Educationally? An Analysis of the New Gender Gap
12. Tony Latiker – A Qualitative Study of African American Student Persistence in a Private Black College
13. Tony J. Manson – Teaching in our Schools
14. Tony J. Manson – Let’s Compare Schools: A Comparison of Public and Charter Schools
15. Tony J. Manson – High Stakes Testing: Do We Really Need It?
16. Tony J. Manson and Patty Ball Thomas – Parental Involvement and At-Risk Students Enrolled in Even Start Family Literacy Programs
17. Dorothy Allen, Mashainah Allen, Tiffany Roberts, Donneth Brookes-Ives, Vernisha Howard, and Tony J. Manson – Does Character Education Have a Positive Effect on Student Achievement?
18. Donneth Brookes-Ives, Vernisha Howard, and Tony J. Manson – Character Education: Should Character Education Be Taught in Schools? Problems in Instruction in the Elementary School
19. Tony J. Manson – Student Grade Level Retention
20. Tony J. Manson – Florida Implementation of No Child Left Behind
21. Tony J. Manson – Block Scheduling
22. Tony J. Manson – National Teacher Board Certification
23. Oare’ Dozier-Henry – High Stakes Testing: Impact on Teaching and Learning