We were very pleased to learn that this blog is now second in the voting for Best Educational Blog in the hotly contested Blogger's Choice awards. The exposure from being second has gotten us a bunch of new readers. Welcome. Thanks to all those who have voted for us. Those who haven't yet voted can click on the badge on the left side of this blog or you can vote at the following link (note- you must first register with some username and then confirm the registration by email) :
http://www.bloggerschoiceawards.com/blogs/show/21620
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We've also changed some of the elements on the left side of the blog. we've removed some of the older polls and added a brand new one. The question in the new poll is "Has the definition of FAPE changed?" Some feel that the No Child Left Behind Act has changed the definition of FAPE because state standards are now higher. Some have always felt that the Rowley standard, ie that FAPE requires only that the child receive some meaningful educational benefit, sets the bar too low. Others like the current definition of FAPE, either because Rowley is just right or because it is too high but we're stuck with it. Or as one very cynical educator said to me once, special ed kids should get the same crappy education we give to everybody else. Anyway however you feel, please vote so that we can gauge the sentiment of our readership on this issue which is now being hotly debated in special education law circles.
National FORUM of Applied Educational Research Journal
ReplyDelete21 (3) 2008
An Exploratory Phenomenological Study of African American Male Pre-Service Teachers at a Historical Black University in the Mid-South
Lucian Yates, III, Dean
Barry A. Pelphrey, Associate Dean
Patricia A. Smith, Assistant Professor
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Prairie View, Texas
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ABSTRACT
This exploratory phenomenological study was conducted to ascertain which factors caused African American male pre-service teachers to persist at a HBCU in the Mid-South. The work is grounded in the conceptual framework called resiliency. Resiliency asks the question, “How do children, adolescents, and young people “make it” when they are exposed to or face major stress and adversity? The results of this study point to what are commonly called “protective factors” that exist in the lives of these young men. They are: (1) families/communities, (2) the individual, and (3) the school. To see entire article, go to: www.nationalforum.com
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Concluding Remarks
This study underscored the notion that despite the abject conditions that many African American males face in the country and despite the current conditions and dearth of African American male teachers in America’s schools, colleges or schools of education can create programs and conditions that will improve the number of African American males in the teaching profession. This article showcases the work done by a program called Protégés and Provocateurs at a small HBCU in the mid-south. Replication of this model and further research is suggested to triangulate and institutionalize these results.
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, National FORUM Journals, Houston, Texas. www.nationalforum.com