When the African-centered paradigm is not enough: Lessons from an urban charter school

Lesa M Clarkson, Jerika R. Johnstone

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

This article reflects on processes and characteristics that had a positive impact on improving mathematics achievement at an African-centered charter school. In doing so, an exploratory look into organizational culture provides the basis for a discussion on African-centered school culture. African-centered education played a major role in providing a strong foundation for superior mathematics achievement among African American students. While school culture is argued to be a critical element to successful mathematics curriculum reform, it is argued that communities of practice are critical to making curriculum successful. The article concludes with a discussion of strategies and components to effective math instruction and achievement for African American children.

Original languageEnglish (US)
Pages (from-to)108-120
Number of pages13
JournalJournal of Negro Education
Volume80
Issue number2
StatePublished - Mar 1 2011

Keywords

  • African-centered education
  • Mathematics achievement
  • School leadership
  • Teacher development

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