Cultural Vibrancy: Exploring the Preferences of African American Children Toward Culturally Relevant and Non-Culturally Relevant Lessons

Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study. This study takes place in an ethnically diverse high school in Colorado. Culturally relevant lessons were rich in oral traditions, music, historical connections, and a structured culturally relevant field trip. Non-culturally relevant lessons were administered devoid of cultural referents, and utilized the existing curriculum guide. Study results revealed statistically significant findings for African American children’s preferences for culturally relevant lessons. These lessons were found relevant to their culture when administered by a culturally responsive and caring teacher. Recommendations are made for educators and administrators in promoting achievement through culturally relevant lessons and curriculum.     

Early Childhood Teachers’ Perceptions of the Effectiveness of Their Elementary School’s Approach to Social Emotional Learning: A Mixed Methods Study

Early Childhood Education Journal - The promotion of Social emotional learning (SEL) in elementary schools has increased; however, little is known about early childhood teachers’ perceptions...     

Assessing and Addressing Student Barriers: Implications for Today's College Classroom

The increasingly diverse set of learners in colleges and universities poses considerable challenges for educators. Dorothy A. Osterholt and Sophie Lampard Dennis explain the four domains of learning they have identified and suggest ways to apply them to help students overcome a variety of obstacles to learning.     

Development, Implementation, and Validation of a Computerized Test for Statewide Assessment

How does a testing component function in an integrated learning system? How can you customize computerized tests to meet local specifications? How are computerized tests implemented and evaluated? Is the pay-off of computerized testing justified?     

Reviewing young adult books: the VOYA editor speaks out

Voice of Youth Advocates reviews books for young adults. In this article, the editor of this review periodical describes the joys and frustrations of her work, focusing on connections between young adult and adult literature, the importance of having well-informed reviewers, the problems raised by reviewers' prejudices, the choice of reviewers for fiction, and dealing with publishers' publicity staffs.