underachievement of African American teachers in research methodology courses: Implications for the supply of African American school administrators, The

Journal of Negro Education, The, Winter 1998 by Onwuegbuzie, Anthony J

'According to the graduate bulletin of the university, students enrolled in M.S.E. programs must choose an emphasis in either elementary school leadership or secondary school leadership. They must also complete a minimum of 45 semester hours of appropriate graduate work for certification as principals. The Ed.S. program is an advanced graduate degree program designed for educators desiring to fill roles as elementary or secondary principals, supervisors, curriculum specialists, or school superintendents.

REFERENCES

Aaron, R., & Powell, G. (1982). Feedback practices as a function of teacher and pupil race during reading group instruction. Journal of Negro Education, 51(1), 50-59. Aldair, A. V. (1984). Desegregation: The illusion of Black progress. New York: University Press of America.

Allen, W. K., Haddad, A., & Kirkland, M. (1Yb4). I graduate pro ess ona! survey: Nat onal study of Black college students. Ann Arbor: University of Michigan Center for Afro-American and African Studies.

American Association of Colleges for Teacher Education. (1990). Teacher enrollment survey. Washington, DC: Author.

American Psychological Association. (1994). Publication manual of the American Psychological Association. Washington, DC: Author.

Arce, C. H., & Manning, W. H. (1984). Minorities in academic careers: The experiences of Ford Foundation fellows. New York: Ford Foundation.

Blackwell, J. E. (1985). Increasing access and retention of minority students in graduate and professional schools. In Educational Testing Service, Educational standards testing and access (pp. 23-38). Princeton, NJ: Educational Testing Service. (ERIC Document Reproduction Service No. ED 265 168)

Blackwell, J. E. (1987). Mainstreaming outsiders: The production of Black professionals. New York: General Hall.

Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the Ph.D. Princeton, NJ: Princeton University Press.

Brown, S. (1987). Minorities in the education pipeline. Princeton, NJ: Princeton University press. Carrington, C. H., & Sedlacek, W. E. (1976). Attitudes and characteristics of Black graduate students. College Park: University of Maryland, Cultural Study Center. Cesari, J. P. (1990). Thesis and dissertation support groups: A unique service for graduate students. Journal of College Student Development, 31, 375-376. Clarke, E. R., Nystrom, N. J., & Perez, B. (1996). Language and culture: Critical components of multicultural teacher education. Urban Review, 28, 185-197. Clewell, B. C. (1987). Retention of Black and Hispanic doctoral students. Princeton, NJ: Educational Testing Service.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York: John Wiley. Conyers, J. (1986). Black American doctorates in sociology: A follow-up study of their social and educational origins. Phylon, 47, 303-317.

Copeland, E. J. (1989). The role of graduate faculty in bringing democracy to graduate education: A response. In M. C. Adams & E. Wadsworth (Eds.), The role of faculty in meeting the national need for African American, American Indian, and Latino scholars (Report of the Stony Brook Conference I) (pp. 11-15). Stony Brook: State University of New York. (ERIC Document Reproduction Service No. ED 327 598)


 

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