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• W2242530348 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. Keywords: mathematics achievement, African-centered education, teacher development, school leadership INTRODUCTION Marshall Elementary School (MES) (pseudonym) is an urban charter school that originated in the home of its founders as a preschool. It later developed into a private elementary school for several years before becoming a public charter school. The founders decided that as a charter school, they would be better able to serve a more socio-economically diverse group of students. What distinguishes MES from other schools in its midwestern setting is its African-centered philosophy. The seven principles of Kwanzaa, otherwise known as the Nguzo Saba, are the foundation for which each student's academic, social, and moral development is based. These seven principles include: kujichagulia (self-determination), umoja (unity), nia (purpose), imani (faith), ujamaa (cooperative economics), kuumba (creativity), and ujima (collective work and responsibility) as well as the school's addition of two principles, busara (common sense) and murua (respect). The Nguzo Saba principles at MES are the driving force of the African-centered teaching and learning paradigm. This article reflects on systematic processes within a rich cultural environment that contributed to mathematical improvement in an urban charter school. What makes this treatise unique is that it reveals a perspective that is often esoteric in educational research. Written by a visiting researcher and educator who identified a failing mathematics program, the research reveals what occurred that led to a major turnaround in academic achievement. Over the course of 18 months, the authors experienced a major curriculum transformation and adopted a naturalistic research approach (Lincoln & Guba, 1985) to chronicle the change. As naturalistic researchers the authors studied educators and learners within the school setting and then analyzed what was observed with both qualitative and quantitative measures. This article conveys the intricacies of a fundamental change within an urban charter school. The research began at the conclusion of one academic year when the new curriculum, Everyday Mathematics (University of Chicago Mathematics Project, 2002) was introduced. The research extended over the course of the summer when brief educator development sessions occurred and continued over the course of the following academic year when practice and implementation of the new curriculum took place. Over the course of 18 months the authors engaged in participant observation during periodic curriculum trainings, monthly school-wide meetings, weekly grade-level meetings, and daily classroom instruction. Classroom observations ranged from brief unscheduled drop-ins to extended and scheduled protocols. While drop-ins were continuous, each classroom was formally observed at least two to three times. Notes were taken on what educators, learners, and researchers were experiencing. Because the researchers also lived the experience, data were collected continuously as the opportunities unfolded. Informal interviews occurred before or after observations or during grade-level meetings. From photographs of first graders building numbers with base ten blocks to examples of student work of non-standard algorithms, a wealth of unique artifacts were gathered over the course of the study. …" @default.
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• W2242530348 date "2011-03-01" @default.
• W2242530348 modified "2023-09-28" @default.
• W2242530348 title "When the African-Centered Paradigm Is Not Enough: Lessons from an Urban Charter School." @default.
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