Zobrazeno 1 - 10
of 51
pro vyhledávání: '"A. Wade Boykin"'
Publikováno v:
New Directions for Student Services. 2019:23-36
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d9a8b19554cec8fcf47f1982a5af81a6
https://doi.org/10.1002/ss.20318
https://doi.org/10.1002/ss.20318
Publikováno v:
Urban Education. 58:250-280
This work extends examination of African American students’ attitudes toward learning and achievement to contrast the oppositional culture (Ogbu and Fordham) and cultural integrity perspectives. We assessed 200 students’ responses to classrooms d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::34339ff40c3e4141435c406ccb00b812
https://doi.org/10.1177/0042085919850257
https://doi.org/10.1177/0042085919850257
Autor:
A. Wade Boykin
Publikováno v:
The School Achievement of Minority Children ISBN: 9781315060187
The first half of this chapter attempts to describe the psychological situation of Afro-Americans. It presents an analysis of the concept of Black culture. The second part of the chapter deals with the socialization and education of Black children. T
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f0b97bf1cfbb4a8eb5e9ecdb8cb19f56
https://doi.org/10.4324/9781315060187-3
https://doi.org/10.4324/9781315060187-3
Publikováno v:
Journal of Social Issues. 74:635-651
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6d1c8b2ccffd5950ef938122e44e4a5e
https://doi.org/10.1111/josi.12287
https://doi.org/10.1111/josi.12287
Publikováno v:
Journal of Cognition and Culture. 17:232-252
In this study, 64 African-American and 64 White school children were exposed to two different short stories. One story was presented in a learning context with movement and music, infusing syncopated music and high levels of kinesthetic activity (hme
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0dc09be03897796da06921522227a39c
https://doi.org/10.1163/15685373-12340006
https://doi.org/10.1163/15685373-12340006
Publikováno v:
Urban Education. :004208592199874
The current study examined lasting learning effects of communal contexts for 124 African American third and fourth-grade students using a mathematics fractions unit with students’ regularly assigned teachers. Teachers in two experimental conditions
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4836e803f19a761aa70838d77bdde281
https://doi.org/10.1177/0042085921998745
https://doi.org/10.1177/0042085921998745
Publikováno v:
Journal of Black Psychology. 43:543-564
The current study builds on previous communalism research by exploring the enduring facilitative effects of communal learning contexts on academic achievement for African American children over extended time and while calling on critical thinking ski
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::976f5a357594060a6fb49ed5f3c1bdf8
https://doi.org/10.1177/0095798416665966
https://doi.org/10.1177/0095798416665966
Publikováno v:
Cognition and Instruction. 27:121-146
This study tests the hypothesis that cultural differences in group orientation predict an interaction between the student variable—ethnicity—and a learning context variable—reward structure—on math performance after group learning. One hundre
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ff75d79eb526bfbed9bba6cc094c9696
https://doi.org/10.1080/07370000902797346
https://doi.org/10.1080/07370000902797346
Autor:
Juanita M. Cole, A. Wade Boykin
Publikováno v:
Journal of Black Psychology. 34:331-355
This study describes two experiments that extended earlier work on the Afrocultural theme Movement Expression. The impact of various learning conditions characterized by different types of music-linked movement on story recall performance was examine
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::63b7d30ada60caaf8c18a300fd42f673
https://doi.org/10.1177/0095798408314137
https://doi.org/10.1177/0095798408314137