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A Meta-Analysis of Culturally Sustai...

Gladney-Campbell, Deondra S.,

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A Meta-Analysis of Culturally Sustaining Instructional Effects on African American Students' Academic and Behavioral Outcomes /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Meta-Analysis of Culturally Sustaining Instructional Effects on African American Students' Academic and Behavioral Outcomes // Deondra S Gladney-Campbell.
作者:	Gladney-Campbell, Deondra S.,
面頁冊數:	1 electronic resource (194 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31238271
ISBN:	9798382580043

A Meta-Analysis of Culturally Sustaining Instructional Effects on African American Students' Academic and Behavioral Outcomes /
Gladney-Campbell, Deondra S.,

A Meta-Analysis of Culturally Sustaining Instructional Effects on African American Students' Academic and Behavioral Outcomes /Deondra S Gladney-Campbell. - 1 electronic resource (194 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Researchers have identified that inequitable learning experiences for African American students have negatively impacted their educational outcomes in the United States, and culturally sustaining practices offer great promises in supporting African American students. This meta-analysis investigated the effectiveness of culturally sustaining practices on African American students' academic and behavioral outcomes. This study built on prior attempts to synthesize multiple definitions of culturally sustaining practices with recommendations from the literature aimed directly at African American students. In this dissertation, I first used the existing synthesis to establish a theoretical framework with an operational definition of culturally sustaining practices for African American students (CSPAAS). I then conducted a systematic review to identify group design studies aligned with the components of the CSPAAS framework. Effect sizes were extracted from each individual study and a random effects model was employed to determine the overall effectiveness of CSPAAS interventions. Additionally, I evaluated the included studies for methodological rigor using the Council for Exceptional Children (CEC, 2014, 2023) quality indicators to determine the extent to which CSPAAS interventions could be identified as evidence-based practices. Results revealed CSPAAS academic interventions were highly effective (n = 17; g = 1.01) and CSPAAS behavioral interventions were moderately effective (n = 5; g = 0.5). The CSPAAS practices for both academic and behavioral interventions also met CEC (2014, 2023) criteria to be categorized as evidence-based practices. Implications for future research are discussed.

English

ISBN: 9798382580043Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

African American students

A Meta-Analysis of Culturally Sustaining Instructional Effects on African American Students' Academic and Behavioral Outcomes /
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