«Jennifer Moy West & Jacqueline F. Brown Educational systems across the country are being challenged to move from a social order where cultural ...»
Ascher, C. (1991). School Programs for African-American Male Students. New York: Teachers College, Columbia University. (ERIC/CUE Trends and Issues, No. 15, ERIC Clearinghouse on Urban Education).
Bempechat, J. (1992). Fostering high achievement in African-American children: Home, school, and public policy influences. New York: Teachers College, Columbia University. (ERIC/CUE Trends and Issues, No.
15, ERIC Clearinghouse on Urban Education).
Bowers, C.A., & Fhnders, S.J. (1991). Culturally responsive teaching and supervision: A handbook for staff development. New York, NY: Teachers College Press.
Boykin, W. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children: new perspectives. Hillsdale, N.J.: Erlbaum.
Braddock, J. H. (1990). Tracking: Implications for student race-ethnic subgroups. Baltimore, MD: The Johns Hopkins University, Center for Research on Effective Schooling for Disadvantage Students.
Brown, J. (1993). Presentation on Cross-Cultural Communication for The Howard County Public School System. Columbia, MD.
Brown, T.J. (1986). Teaching minorities more effectively. Lanham, MD: University Press of America, Inc.
Clark, R. (1983). Family life and school achievement: Why poor Black children succeed and fail. Chicago, ILL: The University of Chicago Press.
Comer, J. (1980). School power: Implications of an intervention project. New York: The Free Press.
Comer J., & Haynes, N. (1991). Meeting the needs of Black children in public schools: A school reform
challenge. In C. Wilie, A. Garibaldi & W. Reed (Eds.), The education of African Americans. New York:
Fordham, S. (1988). Racelessness as a factor in Black students' school success: Pragmatic strategy or Pyrrhic victory? Howard Educational Review, 58, 54-84.
Fordham, S., & Ogbu, J. U. (1986). Black students school success: The burden of acting white. The Urban Review, 18, 176-206.
Franklin, A.J., & Boyd-Frankhn, N. (1985). A psychoeducational perspective on Black parenting. In H. Mc Adoo (Ed.), Black Children. Beverly Hills, CA.
Fullilove, F., & Treisman, P.U. (1990). Mathematics achievement among African American undergraduates at the University of California, Berkeley: An evaluation of the Mathematics Workshop Program. Journal of Negro Education, 59, 463-478.
Gilbert, S.E., & Gay, G. (1985). Improving the success in school of poor Black children, Phi Delta Kappan, 67 (2), 133-137.
Griffm, J. (1990). Developing more minority mathematicians and scientists: A new approach. Journal of Negro Education, 59, 424-438.
Hale-Benson, J. (1986). Black children:Their roots, culture, and learning styles (Rev. ed.). Baltimore, MD:
The Johns Hopkins University (ED 226077).
Hanson, K. (1 992). Teaching Mathematics effectively and equitable to females. New York: Teachers College, Columbia University. (ERIC/CUE Trends and Issues, No. 17, ERIC Clearinghouse on Urban Education.
Hamischfeger, A., & Wiley, W.E. (1981). Origins of active learning time. (Studies of Education Processes No. 18). Evanston, ILL: Northwestern University.
Hilliard, A.G. (1982). The learning potential assessment device and instrumental enrichment as a paradigm shift. Paper presented at the American Education Research Association Annual Meeting, New York.
Hilliard, A.G. (1987). The ideology of intelligence and I.Q. magic in education. The Negro Educational Review, 38, (2-3), 137-145.
Hill, P., Foster, G., & Gendler, T. (1990). High schools with character. Santa Monica, CA: The Rand Corporation (ED 327 5970).
Howard, B.C. (1987). Learning to persistlpersisting to learn: A challenge to teachers. Washington, D.C.:
The American University.
Jensen, M.R. (1990). Principal of change models in school psychology and education. Unpublished manuscript.
Jensen, M.R. & Feuerstein, R. (1987) The learning potential assessment device: from philosophy to practice. In C.F. Lidz (Ed.), Dynamic assessment: an interactional approach to evaluating learning potential.
New York: Guilford Press.
Lee, C. (1985). Successful rural Black adolescent: A psychological profile. Adolescence, 20, 129-142.
Pasteur, A.B. (1982). Roots of soul: The psychology of Black expressiveness. New York: Anchor Press/Doubleday.
Protheroe, N.J., & Barsdale, K.J. (1991). Culturally sensitive instruction and student learning. Arlington, VA: Educational Research Service, The Information Source for School Decisions.
Royal, C. (1988). Support systems for students of color in independent schools. In D. Slaughter & D.
Johnson (Eds.), Visible now: Blacks in private schools. New York: Greenwood Press.
Shields, P.H. (1983). Influence of parent practices upon the reading achievement of good and poor readers.
Journal of Negro Education, 52 (4), 436-445.
Stein, M., Leinhardy, G., & Bickel, W. (1989). Instructional issues for teaching students at risk. In R.E.
Slavin, N. L. Karweit & N.A Madden (Eds.), Effective programs for students at risk. Boston, MA: Allyn and Bacon.
Tharp, R.G. (1989). Psychocultural variables and constants: Effects on teaching and learning in schools.
American Psychologist, 44(22), 349-359.
West, J.M., (1987). Clarifying the parental role in helping Black youth make a successful transition from