Monthly Archives: November 2016

Bibliography: Sojourner Truth (page 1 of 2)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include Adelaide Haas, Rosemarie Arbur, English Journal, Mary Ruthsdotter, Karlyn Kohrs Campbell, Windsor National Women's History Project, Nancy Lobb, Bevin A. Romans, Hortense D. Lloyd, and Robert C. Baron.

Baron, Robert C., Ed.; And Others (1989). Soul of America: Documenting Our Past, 1492-1974. Compiled by historians, the documents and speeches in this volume span 5 centuries of thought in the United States. These documents represent the full scope of U.S. history, from the earliest settlements, through the western expansion, to the era when the United States became a world power. The book contains materials by Coronado, William Penn, Roger Williams, William Bradford, Thomas Jefferson, Thomas Paine, Benjamin Franklin, Red Jacket, Tecumseh, Chief Joseph, John C. Calhoun, Daniel Webster, Henry Clay, Abraham Lincoln, Robert E. Lee, Frederick Douglass, Booker T. Washington, Martin Luther King, Jr., Elizabeth Cady Stanton, Susan B. Anthony, Sojourner Truth, and 16 U.S. presidents. Some choices were based on their long-term influence, some on the beauty of the language and the expression of major ideas. Each document is introduced by a short essay describing its historical context. The volume is organized in chronological order, includes a 15-item bibliography, and identifies sources for the documents. Descriptors: Civil War (United States), Colonial History (United States), Modern History, Presidents

Romans, Bevin A. (1993). Sojourner Truth as an Essential Part of Rhetorical Theory. To affirm Sojourner Truth as a powerful rhetor who advanced the equality and empowerment of women, a study examined several of her speeches on women's suffrage. Although the value of using such role models as Sojourner Truth has been demonstrated in various grade levels, and in the study of history and English, the approach is too seldom employed in today's college classes studying rhetorical criticism. Additional analysis of this female voice is overdue in the field of speech communication. The goal of Sojourner Truth's life was to move the United States toward equality of the sexes, making it appropriate that the critical method used in the study is that of feminist criticism. The study analyzed how in these speeches, and from her perspective as a freed female slave of African descent, Sojourner Truth presented the situation of women; how women perceived society; and the way Sojourner Truth challenged post-Civil War assumptions about females. (The three speeches analyzed are attached. Contains 21 references.)   [More]  Descriptors: Blacks, Discourse Analysis, Females, Higher Education

National Women's History Project, Windsor, CA. (1994). Myself and Women Heroes in My World. National Women's History Project. This guide presents biographies of the following women: Sojourner Truth, Harriet Tubman, Queen Liliuokalani, Amelia Earhart, Maria Tallchief, and Sonia Manzano. The use of biographies as history provides historical information and role models in a form comprehensible to young students. The personal history booklet that concludes this document serves as a guide to help students understand that they, too, will have a role in history. It basically demonstrates to students that people like themselves can make history. Descriptors: Curriculum Guides, Elementary Education, Females, Social Studies

Lobb, Nancy (1995). 16 Extraordinary African Americans. This collection for children tells the stories of 16 African Americans who helped make America what it is today. African Americans can take pride in the heritage of these contributors to society. Biographies are given for the following: (1) Sojourner Truth, preacher and abolitionist; (2) Frederick Douglass, abolitionist; (3) Harriet Tubman, leader in helping slaves escape; (4) Ida B. Wells-Barnett, journalist; (5) Mary McLeod Bethune, educator; (6) Booker T. Washington, educator and founder of Tuskegee Institute; (7) W. E. B. Du Bois, scholar and advocate of black rights; (8) George Washington Carver, botanist; (9) Jackie Robinson, baseball star; (10) Thurgood Marshall, Supreme Court Justice; (11) Shirley Chisholm, Congresswoman; (12) Martin Luther King, Jr., civil rights leader; (13) Malcolm X, black rights leader; (14) Marian Wright Edelman, child advocate; (15) Jesse Jackson, civil rights leader; and (16) Maya Angelou, author and poet. Questions and activities for further learning and guidelines for teachers are included. Descriptors: Black Culture, Black History, Blacks, Childrens Literature

Lloyd, Hortense D. (1992). The Agonies and Survival Techniques of Black Females and Their Implications for Improving the Plight of Black Males in America, Negro Educational Review. Briefly describes the lives of important African-American women, detailing the challenges they faced and how they survived from Sojourner Truth to Alice Walker. Suggests that the strengths and lessons of the lives of these women may shed light on how to help African-American males. Descriptors: Authors, Biographies, Black Achievement, Black Culture

Haas, Adelaide (1979). Sojourner Truth–A Woman of Strength and Vision. Based upon research conducted during the past decade that identifies speech features of form, topic, content, and use of language as male- or female-associated, this paper examines the rhetoric of Sojourner Truth in reference to these features. It classifies her directness, originality, and action as male-associated and her modesty, emotionalism, and sensitivity as female-associated. It concludes that hers was an androgynous speech that was not limited by genderlect. Descriptors: Black History, Black Leadership, Females, Language Styles

Larkins, A. Guy (1988). Hero, Place, and Value: Using Biography and Story in Elementary Social Studies, Georgia Social Science Journal. States that because of an unclear rationale for instructional goals, the expanding environment organizational scheme results in trivial course content. Recommends that elementary social studies be guided by a citizenship education rationale. Two illustrative lessons, using story, biography, and historical narrative, are provided: Sojourner Truth and "Knots on a Counting Rope." Descriptors: Biographies, Citizenship Education, Course Content, Curriculum Development

English Journal (2005). What Text Have You Successfully Used to Reveal One or More of the Many Voices of Democracy?. Three English teachers from the US have described about the texts they have used to expose their students to exercise their voices in a participatory democracy. The English teachers have used films like Sojourner Truth, Avalon, and Erin Brockovich to teach students the importance of voice of democracy.   [More]  Descriptors: Democracy, English Instruction, English Teachers, Instructional Materials

Arbur, Rosemarie (1977). Semantics and Sojourner Truth. Sojourner Truth's "Ain't I a Woman?" speech is presented in this paper and shown to be an effective vehicle for helping students discover the power of language and of literature. The paper first discusses the potentially destructive way English teachers sometimes tell students about "hidden meanings" in long and complex works and suggests that, to interest students in semantics, teachers should begin modestly. It then presents a witness's account of Sojourner Truth's speech, made in response to speeches by several ministers who opposed women's demands for suffrage, and shows ways that the speech can be discussed with students. It demonstrates how teachers can elicit meanings for the word "little" as used by Sojourner Truth in disputing the word of "dat little man in black dar" and how they can draw attention to the influence of Sojourner's speech upon her audience, to show students the power of words. Descriptors: English Instruction, Higher Education, Language Usage, Literature Appreciation

National Women's History Project, Windsor, CA. (1998). Women Putting Our Stamp on America: Biographies and Activities for National Women's History Month, March 1999. This booklet, intended for use by educators and by workplace and community organizers, introduces women who have been featured on U.S. postage stamps as well as a few of the women who clearly merit such honor in the future. Postage stamps featuring women have been relatively few and far between and have only skimmed the surface of U.S. women in history. This booklet contains more than 40 biographies of exemplary women, including Jane Addams, Juliette Low, Clara Barton, Rachel Carson, Willa Cather, Amelia Earhart, "Ma" Rainey, Eleanor Roosevelt, Sacajawea, Sojourner Truth, and Mildred "Babe" Didrikson Zaharias. The booklet also contains 12 suggestions for classroom activities and information on how to nominate other U.S. women for commemorative postage stamps. A sample stamp design and a "matching" game also are featured. Descriptors: Biographies, Class Activities, Elementary Secondary Education, Females

Campbell, Karlyn Kohrs (1986). Style and Content in the Rhetoric of Early Afro-American Feminists, Quarterly Journal of Speech. Analyzes selected speeches by feminists active in the early Afro-American protest, revealing differences in their rhetoric and that of White feminists of the period. Argues that a simultaneous analysis and synthesis is necessary to understand these differences. Illustrates speeches by Sojourner Truth, Ida B. Wells, and Mary Church Terrell. Descriptors: Civil Rights, Feminism, Persuasive Discourse, Public Speaking

National Women's History Project, Windsor, CA. (1992). Las Heroinas en el Mundo Mio y Yo (Myself and Women Heroes in My World). This book offers a series of lesson plans and resources for teaching young learners (K-3) about heroines in U.S. history. The book offers general guidelines for presentation of the materials as well as specific suggestions for individual lessons. Each lesson focuses on a particular historical figure and includes a biography, a lesson plan outline, sample discussion questions, and reproducible visual aids. The women explored in the guide are: Sojourner Truth, Harriet Tubman, Queen Liliuokalani, Amelia Earhart, Maria Tallchief, and Sonia Manzano. The final activity involves the student creating a personal history. Both the text and the materials are in Spanish. Descriptors: Bilingual Education, Elementary Education, Females, Primary Education

Ruthsdotter, Mary (1992). "Celebrate Women's History": Coloring Poster Activity Booklet. This booklet contains biographical information about Bessie Coleman, Nellie Bly, Gertrude Ederle, Sojourner Truth, Chien-Shiung Wu, Yoshiko Uchida, Madam C. J. Walker, Maria Martinez, Jovita Idar, Margaret Bourke-White, Sally Ride, and Sybil Ludington. These women are noted for their important contributions to United States history. It is hoped their lives and contributions inspire other women to become leaders in society as well. A quiz, a list of activities, and discussion questions are provided with guide. A 12-item bibliography concludes the text. Descriptors: Biographies, Elementary Secondary Education, Females, Social Studies

Hakim, Joy (1994). Liberty for All? A History of US: Book Five. This volume is book 5 in a 10 part series on U.S. history for children. The book tells the story of the Antebellum era–especially the story of children from a variety of backgrounds. Some of the characters depicted in this volume include Jedediah Smith, Davy Crockett, John Quincy Adams, Emily Dickinson, Sojourner Truth, John James Audubon, and Dred Scott. Topics included are the westward expansion of the United States, the growth of cities, industrialization, and slavery. The book contains photographs, drawings, maps, graphics, and cartoons that make the chapters understandable and entertaining. Additional resources include a chronology of events and a list of more books to read. The book, designed to support the upper elementary and secondary school social studies curriculum, contains an extensive index, in-depth bibliography of young adult literature, and descriptive chronology of historical events. Descriptors: Black History, Constitutional History, Instructional Materials, Intermediate Grades

1996 (1996). African Americans Who Made a Difference. 15 Plays for the Classroom. These easy-to-read classroom plays are about 15 African American men and women in a variety of vocations. The plays are designed to enhance the curriculum and to make social studies come alive for the student as they bolster language-arts teaching. Each play includes a Teacher's Guide that contains some quotes from the featured person and a brief biography. A bibliography lists age-appropriate titles to help children learn more about these people. The guide ends with activities designed to strengthen students' thinking, oral, writing, and research skills. The plays are about: (1) Alvin Ailey, Jr.; (2) Romare Bearden; (3) George Washington Carver; (4) Shirley Chisholm; (5) Frederick Douglass; (6) Langston Hughes; (7) Martin Luther King, Jr.; (8) Thurgood Marshall; (9) Rosa Parks; (10) Jackie Robinson; (11) Sojourner Truth; (12) Harriet Tubman; (13) Ida B. Wells-Barnett; (14) Phillis Wheatley; and (15) Malcolm X. Descriptors: Biographies, Blacks, Cultural Awareness, Cultural Enrichment

Bibliography: Malcolm X (page 7 of 7)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include Springfield. Illinois Community Coll. Board, Nancy D. Padak, Finley C. Campbell, New York American Council of Learned Societies, Thomas John, Edwin Hamilton, Richard W. Williams, Thomas J. Porter, Atlanta Cable News Network, and Association for Education in Journalism and Mass Communication..

Campbell, Finley C. (1970). Voices of Thunder, Voices of Rage: A Symbolic Analysis of a Selection from Malcolm X's Speech, Message to the Grass Roots, Speech Teacher. Descriptors: Analytical Criticism, Black Attitudes, Black Leadership, Black Literature

Association for Education in Journalism and Mass Communication. (1992). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (75th, Montreal, Quebec, Canada, August 5-8, 1992). More Miscellaneous Studies. The More Miscellaneous Studies section of the proceedings contains the following 34 papers: "The Louisville Courier-Journal's News Content after Purchase by Gannett" (Hansen and Coulson); "Reflection of Cultural Values in Advertising: A Comparative Analysis of Taiwan and U.S. Advertising" (Zandpour and Qian); "Sex, Violence and Consonance/Diversity: An Analysis of Local TV News Values" (Davie); "Science and Technology: When Do They Become Front Page News?" (Ramsey); "Persons with Disabilities and Mass Media" (Tait); "Effectiveness of Trade Magazine Advertising" (Shu-Fen Li and others); "'What Did You Do during the War, Mother?' Propagandistic Communications in Crisis Situations" (Shachar); "Winners and Losers: Making It in the Magazine Marketplace 1986-90" (David E. Sumner); "The Lanham Act and Copyright" (Harris and Tomlinson); "Significant Silences: Selected Newspaper Coverage of Problems Facing Black Americans" (Martindale); "Trial by Newspaper: The Strange Case of Dr. Karl Muck" (Kagan); "Trends in Daily Newspaper Costs and Revenues 1978-1990" (Stanley and Tharp); "Sexual Harassment of Washington Women Journalists" (McAdams and Beasley); "Through the Eyes of Gender and Hollywood: Conflicting Visions of Isak Dinesen's Africa" (Cooper and Descutner); "Network Commercials Promote Legal Drugs: Outnumber Anti-Drug PSA's 45-to-1" (Fedler and others); "The Effects of the Mood Generated by Television Program in Advertising and Product Evaluation" (Batista and Biocca); "Fifty Years of Disability Coverage in 'The New York Times'" (Clogston); "A Stubborn Faith: The Media and the Amish" (Mason and Nanney); "Market Subordination and Secret Combinations: Scripps Howard Newspapers and the Origin of Joint Operating Agreements" and "A Comparison of Local Editorial Issues in Competitive, Joint Monopoly, and Joint Operating Agreement Newspapers" (Adams); "The Law of Libel and Public Speech in Alabama, Arkansas, Georgia, Mississippi and South Carolina" (Nevious); "Rental of Feature Film on Videocassette: Changes in Industry Structure and Consumer Behavior from the Perspective of the Rental Store" (Prince); "The Founding of IRE and the Practice of Investigative Journalism" (Aucoin); "Should Executions Be Televised?" (Widener and Kim); "Daily Newspaper Readership: Four Types of Local Newspaper Readers Mirror ASNE Findings" (Sylvester and others); "Tunisia's Response to the Advent of European Direct Broadcast Satellite Television" (Adhoum); "A Comparative Study of Journalism and Gender in France" (McMane); "Supreme Court Justice Sandra Day O'Connor's First Amendment Approach to Free Expression" (Goodman); "Romancing the Coffee: New Trends in Contemporary Product Advertising" (Kretchmer and Carveth); "Black Entertainment Television: Seeking Dr. King or Slouching toward Malcolm X?" (Barchak); "Beyond Reason: A Feminist Theory of Ethics for Journalists" (Scott); "Organizational Communication Deficits and Overloads: The Origins of Entropy in the News Room" (Incitti); "We Are the World: Narcissism and Global Solidarity" (Shing-Ling Sarina Chen); and "Using Contract Law to Protect News Sources Who Enter Confidentiality Agreement with Journalists" (Alexander).   [More]  Descriptors: Advertising, Black Culture, Cultural Context, Disabilities

Illinois Community Coll. Board, Springfield. (1992). Fall 1986 First-Time Community College Student Transfer Study. In 1992, 27 Illinois community college districts (38 colleges) participated in a national transfer study conducted by the Center for the Study of Community Colleges (CSCC). The purpose of the study was to test a model for calculating transfer rates which used as its cohort group those students entering a community college in fall 1986 with no prior college experience who had earned at least 12 college-level semester credit hours. Included in the study were those 45,795 students who initially had enrolled in baccalaureate/transfer, occupational, and general associate degree programs at Illinois's community colleges. Using the CSCC transfer model, the overall transfer rate for Illinois was 24.1%. However, determining multiple rates based on distinct pools of students more realistically depicted the nature of transfer. For example, the rate for students from baccalaureate/transfer programs was 32.6%, while the rate for students who indicated that they intended to transfer was 40.4%. Ascertaining multiple rates also revealed differences in course-taking and transfer behavior among racial/ethnic groups. Asians had the second highest percentage of students earning at least 12 credit hours (50.2%) and the highest transfer rate (29.3%). For baccalaureate/transfer students, the difference between the highest transfer rate for White students (35.6%) and the lowest for Black students (18.5%) was 17.1 percentage points. Percentages of students earning the 12 credit hour minimum and transfer rates differed significantly among community colleges as well. Overall, the percentage of students earning the credit minimum ranged from 67.4% (Olney Central) to 17.5% (City Wide), with the statewide figure at 47%. Transfer rates ranged from 35% (Kishwaukee) to 8% (Malcolm X), with the statewide rate for the participating colleges at 24.1%. Data tables are provided.   [More]  Descriptors: College Credits, College Transfer Students, Community Colleges, Comparative Analysis

Cable News Network, Atlanta, GA. (1997). CNN Newsroom Classroom Guides. June, 1997. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of June, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: France gets a new government and Prime Minister as the Socialist Party defeats the Conservative Party, widow of Malcolm X in critical condition after sustaining injuries in fire, Oklahoma City bombing case jury finds Timothy McVeigh guilty on all 11 counts, evacuations in Sierra Leone, Ireland peace talks resume, worldwide demonstrations mark the eighth anniversary of China's crackdown in Tiananmen Square, and international observers monitor parliamentary elections in Algeria (June 2-6); election results for the Republic of Ireland, Algerian election marred by controversy, Mideast peace talks revived, U.S. President Clinton proposes 5-year ban on human cloning, violence in the Republic of Congo (formerly Zaire), South Korea sends food to North Korea, Dow Jones breaks record high, computer software companies Microsoft and Netscape team up to offer a security program to protect personal privacy on the Internet, and President Clinton signs the Disaster Relief Bill (June 9-13); Timothy McVeigh receives death sentence in Oklahoma City bombing case, 25th anniversary of burglary of Democratic Party headquarters at Watergate, Britain suspends talks with Sinn Fein, European Union leaders meet in Amsterdam, law banning sexual discrimination by schools receiving federal funds is 25 years old, Saudi bombing suspect in custody, pause in Republic of Congo hostilities, Cambodian leader Pol Pot surrenders, Central Intelligence Agency (CIA) terrorism suspect is captured, and Russia joins "G-7" to create the Summit of Eight in Denver (CO) (June 16- 20); tobacco companies and attorneys-general of several states hammer out a landmark agreement, Earth Summit opens in New York, Wall Street stock drop, Britain and China agree to early army presence in Hong Kong, U.S. Air Force releases report debunking speculation that aliens crash landed in Roswell (NM) 50 years ago, Ukraine blames former USSR for Chernobyl disaster, a collision causes the latest problem to challenge the MIR space station crew, and Internet users differ over Supreme Court ruling on free speech rights in cyberspace (June 23-27); and the British handover of Hong Kong to the People's Republic of China (June 30). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Williams, Richard W. (1981). Developing a Peer Tutoring Program: A Self-Instructional Module. This two-part module was prepared to assist instructors in designing and implementing a peer tutoring program. After introductory material and the presentation of a rationale for peer tutoring, Part I begins by stating learning objectives and providing a pretest. It then presents an overview of peer tutoring, outlining a systematic tutoring program. This section continues with a description of five steps in an implementation procedure, including the selection and recruitment of tutors, the identification of instructional resources, the determination of who will be served, and the evaluation and modification of the tutoring program. A sample evaluation questionnaire is included. Part II, a peer tutoring manual, begins with an introduction to the concept of peer tutoring and nine learning objectives. After the tutors' pretest, the manual suggests ten learning activities for the tutor which focus on subject matter review, personal attitude assessment, investigation of the tutor's role, hypothetical tutoring situations, designing learning activities for tutees, identifying additional resources, record keeping, and a personal growth seminar. The manual concludes with a pretest. Appendices include answer keys, papers on the role of a tutor and on the community college student, a description of a procedure for a tutoring assignment, discussions and exercises related to tutorial problems and potential solutions, suggestions for record keeping, and an essay on writing tutorial objectives. Descriptors: Behavioral Objectives, Community Colleges, Learning Modules, Peer Teaching

American Council of Learned Societies, New York, NY. (1995). Poetry in and out of the Classroom: Essays from the ACLS Elementary and Secondary Schools Teacher Curriculum Development Project. ACLS Occasional Paper, No. 29. This volume contains five essays on the uses of poetry and one poem by elementary and secondary teachers involved in a project to encourage teachers to develop the habit of scholarship as the basis for their teaching. In the first essay, "Female Poets of the First World War: A Study in Diversity for the Fifth Grade Social Studies Curriculum," Randy Cummings explains this little known body of poetry and demonstrates how to use it in the classroom. In "Ghosts Among Us/Ancestral Voices: 'What's Past is Prologue'" Terry Moreland Henderson draws on Foxfire oral history techniques to elicit a spectrum of oral histories from the diverse backgrounds of her Los Angeles (California) students. In "Poetry from the Far Side" Phyllis B. Schwartz uses a cartoon about adolescence in different species–a parallel to the differing ethnic and cultural backgrounds in many schools–to evoke poetry from students who denied interest in poetry and in sharing emotions in the classroom. "Sestina for a Grande Dame" by Fredric Lown is a poem, a memoir of Lown's grandmother. In "The Overwhelming Question: Integrating the ACLS Curriculum Project, 'Teaching for Understanding,' and 'The Love Song of J. Alfred Prufrock,'" Joan Soble describes show teaching and relationships enrich her understanding of the traditional curriculum. In "A Matter of Trust" Richard Young analyzes "truth" in the writings of Robert Lowell, Alex Haley, and Malcolm X. (Most essays contain references.)   [More]  Descriptors: Adolescents, Class Activities, Curriculum Development, Elementary School Teachers

Padak, Nancy D., Ed.; And Others (1990). Challenges in Reading: Twelfth Yearbook of the College Reading Association, 1990. This yearbook contains the following 24 articles on a variety of topics: "A Model for Diagnostic Narratives in Teacher Education" (B. J. Walker); "Teacher Expectations: Modifying One's Teaching through the Self-Monitoring Process" (T. R. Blair and D. L. Jones); "Preparing Teacher/Researchers" (M. W. Olson and M. K. Gillis); "Student Teacher Use of Content Reading Strategies" (E. G. Sturtevant and M. W. Spor); "Literature Study Groups in a University Methods Class" (D. Wells); "A Comparison of Ratings of Student Performance by Supervising Teachers, Reading Specialists, and Preservice Teachers" (J. R. Johnstone); "Early Reading Assessment and Teacher Decision-Making Practices in Kindergarten" (C. A. Hodges); "Process of Change in Teachers' Beliefs, Attitudes, and Concerns during a Series of Whole Language Reading and Writing Workshops" (O. Nelson and others); "Content Area Reading Practices: Relationships of Teacher Usage and Ability" (K. F. Thomas and S. D. Rinehart); "National Accreditation and Its Effect on the Literacy Professional: The Making of a Profession" (M. L. Hanes and J. Cassidy); "Invtd Splg Sts Thm Fre 2 Rit" (E. G. Pryor); "Methods and Approaches for Fostering Reading Fluency in Classroom and Clinic" (B. Walker and T. V. Rasinski); "Providing Mediated Instruction to Enhance Students' Note Taking and Reading Comprehension" (V. J. Risko and others); "A Comparison of the Effectiveness of Content Area Reading Strategies at the Elementary, Secondary, and Postsecondary Levels" (J. Swafford); "Involvement of University Faculty Members in Basal Reader Adoption Procedures" (B. D. Roe and E. P. Ross); "Informal Reading Inventories: A Holistic Consideration of the Instructional Level" (J. L. Johns); "Improving Disabled Readers' Summarization and Recognition of Expository Text Structure" (R. Weisberg and E. Balajthy); "Analysis of Cue Strategies of Disabled Readers" (B. M. Fleisher); "Criteria for Decisions: Best Methods for Whom?" (L. R. Putnam); "Developmental Education Students' Perceptions of Effective Teaching" (G. M. Padak and N. D. Padak); " At-Risk' College Students: Their Perceptions of Reading" (C. Gillespie and J. Powell); "Langston Hughes, Maya Angelou, and Malcolm X: Guides for College Developmental Writers in Search of a Voice" (J. K. Stadulis); "Learning Style Inventories: Efficiency Tools for College Instructors" (J. E.  Walker); and "Workplace Literacy: A Model for Program Development" (M. D. Siedow).   [More]  Descriptors: Elementary Secondary Education, Higher Education, Invented Spelling, Reading Diagnosis

John, Thomas (1976). Junior-Senior High Tutor-Aide Program at Malcolm X Elementary School: An Evaluation Study. Final Report. This two-year project used students at the junior and senior high school level as tutors to elementary students in the basic skills of math and reading. Tutor selection was based on continuing interest, attendance, scholastic achievement, and overall attitude toward the program. The final evaluative report includes the following information: (1) training methods and procedures instituted in the program; (2) findings based on the data collected from the project, including questionnaire responses from teachers and tutors; interview and observation of tutees, tutors and teachers; and test results as reported by the school system; (3) conclusions and specific recommendations for future programs. Thirty-six tables cover detailed results of the project as evaluated by tutors, tutees, and teachers. The final observation and recommendation is that the program represents a valuable new trend in the teaching-learning process and that the talents of high school and junior high school students were successfully channelled to minister to the needs of under-achieving elementary grade students.   [More]  Descriptors: Compensatory Education, Disadvantaged Youth, Elementary Schools, Formative Evaluation

Williams, LaJuana K., Ed. (1996). Exploring African and Latin American Relationships: Enhancing Cooperation and Eliminating Barriers. Annual Adult Education Research Symposium Proceedings (6th, Chicago, Illinois, April 13, 1996). Revised Edition. This document contains 14 papers presented at an annual symposium sponsored by Northern Illinois University's Department of Leadership and Educational Policy Studies and College of Education. First, information about the symposium's history and participants is presented. The following papers constitute the remainder of the document: "Eliminating Barriers through Language" (Rosita L. Marcano); "African-American Males Marshaling Self-Reliance through a Social Movement: The Million Man March" (Johnnie Crowder); "Black Liberation vs. Feminism in the Writings of Two Black Feminists" (Tarina Galloway); "Where Do We Stand? A Statistical Portrait of Latino and African-American Chicago" (Margaret Villanueva, Brian Erdman, Larry Howlett); "Building Bridges to Underserved Populations: Implications for African and Latin Americans" (William H. Young); "Afro-Latins in America" (Georges Germain); "Voter Empowerment and Adult Education: A Social Change Perspective" (James E. Hunt); "Removing the Barriers for the Economically Disadvantaged from Achieving Higher Education in Chile" (Ronald Everett, Rosita Marcano, Glenn Smith); "Infusing Diversity in a Research Course: A Social Constructivist Approach" (Wanda D. Bracy); "Building Bridges between Latina/o and African-American Leaders" (George Gutierrez, Mary Heather Hannah, Keith Armstrong); "Knowing Self, Communicating, and Integrating with Others in a Common Goal to Succeed through Education" (George Gutierrez, Sylvia Fuentes, Susan Timm); "Perspectives of African-American Enlisted Military Personnel on Military/Civilian Learning" (Patricia Easley, Pamela Jones); "Multicultural Experiences in Literary Consciousness: Lessons for African/Latin-American Alliances" (Sandra J. Rainey); and "Using Local and Ethnic Poetry to Improve Basic Writing Skills" (Jane Mueller Ungari).   [More]  Descriptors: Access to Education, Adult Education, American Indians, Blacks

Porter, Thomas J.; Hamilton, Edwin (1975). Junior-Senior High Tutor/Aide Program at Malcolm X Elementary School, ESEA Title III Evaluation. Final Report. This project proposes to select, train, and utilize junior and senior high school students from neighboring schools as tutors for their young peers and as aides to the instructional team. Projected results of the program are that tutees will improve skills in reading, math, and special interests; that there will be an increase in individualized instruction and specific assistance to the tutees; that self-image and self-concepts of tutor/aides and tutees will increase; and that there will be improvements in the teaching/learning environment. Since this evaluation comes at mid-point of a projected two-year project, major emphases of this evaluation focuses on the effectiveness of the program in the meeting the projected goals at mid-point and abstracting from the first year's experience that essential information needed for planning and decision making during the second project year. The evaluation methodology is discussed and results indicate: the project is on the way to meeting the goals, internal documentation is more than adequate, teachers indicate a positive effect on the instructional program, administration and management is sound, tutor/aides express satisfaction with roles, all students show an increase in reading and math skills, and teachers and tutor/aides are fairly congruent in their perceptions of the project. Descriptors: Disadvantaged Youth, Elementary Education, Elementary Schools, Formative Evaluation

Bibliography: Malcolm X (page 6 of 7)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include William A. Smith, Urbana ERIC Clearinghouse on Reading and Communication Skills, Gordon P. Thomas, Courtland C. Lee, Richard W. Williams, David Gottlieb, James Biery, IL. Chicago Public Schools, Barbara K. Curry, and Manuel Ramirez.

Williams, Richard W. (1978). Facilitating Learning in Mathematics 111: A Holistic Approach. Two classes of Mathematics 111 students at Malcolm X College participated in a study to test and evaluate a holistic instructional delivery system intended to significantly increase students' achievement scores, retention rate, and positive attitudes toward instruction. The 29 member control group received traditional instruction, while 29 students were taught using a holistic approach that included mandatory attendance at weekly math workshops, non-graded formative evaluation quizzes to assist students and their instructor in identifying learning weaknesses and strengths, and peer tutoring. At the end of the eighteen-week semester, students (both groups) responded to a questionnaire assessing attitudes toward instruction. In addition, student achievement and retention were computed and analyzed. Findings indicated students in the holistic program earned significantly higher achievement scores and had significantly higher positive attitudes toward instruction than the control group. However, there was no statistically significant difference between the proportion of students retained in experimental and control groups. A review of related literature, some problems encountered in developing and utilizing the holistic approach, and strategies for diffusion, implementation, and change are discussed. A bibliography and a copy of the study instrument are included. Descriptors: Algebra, College Mathematics, Community Colleges, Comparative Analysis

Howard, John R. (1977). The Gifted Black Child: Problems and Promise. In this paper, it is noted that there are three reasons for studying the black gifted child. First, black destiny has in part been shaped by talented blacks–for example, Malcolm X and Martin Luther King. Second, the black gifted are a minority within a minority. The gifted black female, subject to sexism, is even more of a minority. Third, whether or not programs for the gifted should exist is not at question; they do exist and black children should participate fully in these programs. The black gifted child presents different problems from the white gifted child in terms of the following: (1) identification of the gifted and mislabeling; (2) the social milieu of the gifted, particularly family and peers; and (3) programs and possibilities for facilitating the identification and development of the black gifted. A short review of programs for the gifted, a list of Passow's five recommended steps for developing programs for the culturally different gifted, a short bibliography on the minority gifted, and a list of sources for information concerning the gifted and talented are included. Descriptors: Black Community, Black Education, Black Students, Black Youth

Biery, James (1972). Malcolm X: The College That Came Back Black, College and University Business. Describes the transformation of Crane Junior College, a one time educational cesspool" into a prototype black institution. Descriptors: Administrators, Black Colleges, Black Education, Curriculum Development

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. (1985). Rhetoric and Public Address: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1985 (Vol. 46 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 titles deal with the following topics: (1) the role of public discourse in the soil conservation movement from 1865 to 1935; (2) Dwight D. Eisenhower's public imagery of the Soviet Union and Communist China as presented in selected speeches and news conferences; (3) a computer-assisted rhetorical criticism of the messages of songwriter Harry F. Chapin; (4) Luis Munoz Marin's public persona and the exodus fantasy of the Puerto Rican commonwealth rhetorical vision; (5) rhetorical strategies used by Mary Harris "Mother" Jones within the context of the agitative rhetoric model developed by John Waite Bowers and Donovan J. Ochs; (6) southern clergy and a rhetoric of redemption for the reconstruction South; (7) the rhetorical strategies and tactics of Malcolm X; (8) foreign affairs perspectives toward revolution in El Salvador; (9) Booker T. Washington in Atlanta; (10) values expressed in the presidential speeches of John F. Kennedy; (11) women's music and the lesbian-feminist movement; (12) a rhetorical analysis of the Black Muslims; (13) the relationship between Christian conversion and the rhetoric of Malcolm Muggeridge; (14) the function of natural law warrants in the rhetorical discourse of women's suffrage from 1848 to 1920; and (15) the public speaking of progressive party Senator Hiram W. Johnson from 1866 to 1945.   [More]  Descriptors: Annotated Bibliographies, Blacks, Content Analysis, Doctoral Dissertations

Lee, Courtland C. (1996). Saving the Native Son: Empowerment Strategies for Young Black Males. Achieving manhood has historically been a complex and challenging task for the Black male in America. Therefore Black manhood must be carefully fostered from an early age by major socializing agents and institutions. This book provides school counselors and related professionals with important information about the development of young Black males. It is designed as an action manual for all those concerned about promoting the development of the next generation of African American men. The concepts and programs presented are designed to guide initiatives for promoting the academic, career, and personal-social empowerment of young Black males. Chapters are: (1) The Black Male in Contemporary Society: Social and Educational Challenges; (2) The Psychosocial Development of Black Males: Issues and Impediments; (3) African/African-American Culture: Its Role in the Development of Black Male Youth; (4) "The Young Lions": An Educational Empowerment Program from Black Males in Grades 3-6; (5) "Black Manhood Training": An Empowerment Program for Adolescent Black Males; (6) Tapping the Power of Respected Elders: Ensuring Male Role Modeling for Black Male Youth; (7) Educational Advocacy for Black Male Students; (8) "S.O.N.S.": Empowerement Strategies for African American Parents; (9) "White Men Can't Jump," But Can They Be Helpful? (10) "The Malcolm X Principle: Self-Help for Young Black Males; and (11) A Call to Action: A Comprehensive Approach to Empowering Young Black Males.   [More]  Descriptors: Adolescent Development, Black Education, Black Students, Black Youth

McGinnis, Kathleen (1994). Celebrating Racial Diversity. This book is a teacher's guide to lessons on racism and multicultural education for students in preschool through grade 12. The emphasis is on the Catholic tradition, and suggestions are given for using the manual to support a religious education program. Suggestions are also provided for using the manual in social studies and language arts curricula in which the orientation is not specifically religious. The first section deals with racism, defining three goals of a curriculum on racism: distinguishing racism from prejudice, increasing awareness of the realities of institutional racism in the United States, specifically in educational institutions, and offering strategies for attitudinal change. Four lessons are accompanied by student worksheets. The second section deals with multicultural education. It is designed to increase understanding of multicultural education, to explain the nature of stereotyping, and to suggest strategies and activities for building positive multicultural attitudes. Five lessons are outlined, with appropriate modifications suggested for different age groups, and separate focus sections concentrate on either African Americans, Native Americans, Asian Americans, or Hispanic Americans. Student worksheets are included. Sections on "Justice Heroes" contain profiles of people noted for their commitment to justice and suggested student activities based on their lives. These figures include: (1) Rosa Parks; (2) Cesar Chavez; (3) Martin Luther King, Jr.; (4) Rigoberta Menchu; (5) Fannie Lou Hamer; (6) Frederick Douglas; (7) Malcolm X; and (8) Sr. Thea Bowman. A section on literature for children and youth presents annotations of 20 books that contribute to students' familiarity with cultural diversity, grouped by the target age group. Student activities are suggested, and some worksheets are included. Descriptors: Childrens Literature, Diversity (Student), Elementary Secondary Education, Ethnic Groups

Dyson, Michael Eric (1996). Between God and Gangsta Rap: Bearing Witness to Black Culture. The essays in this collection explore black culture from the perspective of an author who went from a childhood in inner-city Detroit (Michigan) to become an ordained minister, university professor, and cultural critic. The book opens with a letter to the author's brother, in jail for murder, and examines their childhoods and the role of the author's stepfather in the brothers' upbringing. A section entitled "Testimonials: The Joys and Concerns of Black Men's Lives" provides meditations on the O. J. Simpson trial and on the lives of Gardner Taylor, Michael Jordan, Sam Cooke, Brent Staples, and Marion Barry. The second section, "Lessons: Politics of/and Identity," explores: (1) civil rights; (2) the influence of Malcolm X; (3) the role of the National Association for the Advancement of Colored People (NAACP); (4) the contributions of Carol Moseley-Braun; (5) race and the myth of Black purity; (6) relations between Blacks and Jews; (7) the Black family; and (8) the Black Panthers. A section entitled "Songs of Celebration" presents profiles of Black Americans, especially those noted in popular culture, and several analyses of Black music and gangsta rap. The conclusion is a letter to the author's wife that traces much of his development and cultural beliefs. Descriptors: Black Culture, Black History, Blacks, Civil Rights

Hurst, Charles G., Jr. (1970). Malcolm X: A Community College with a New Perspective, Negro Dig. Descriptors: Black Colleges, Compensatory Education, Disadvantaged Youth, Educational Needs

Thomas, Gordon P. (1994). Blurring the Boundaries: Connecting the Autobiographical and the Historical in an Advanced Writing Course. An advanced writing course required of English education majors may also be taken by students in the humanities. The course helps students gain experience with longer and more complex essays, develop a more mature writing style, and learn how to make metacognitive evaluations of their own and others' writing. It also extends the contexts and purposes of traditional academic writing by showing the students how their own perspectives can contribute productively to the discourse of certain disciplines and how academic discourse can provide methods for exploring personal discourse. One assignment requires students to tell their own autobiographies along with the telling of a group's collective history as represented by the Civil Rights movement and the Holocaust. Such a method would work just as well with the Great Depression or Vietnam or the feminist movement. The historical topic should be selected to meet students' needs. Reading various autobiographies, watching films on the topic, keeping a journal, constructing rhetorical analyses of various historical documents, and writing personal essays about how large national and regional trends have affected the students' own families prepares students for the course's final assignment. This involves writing a retrospective essay that draws on the students' experiences in the course and compares their conceptions of their capabilities as writers with those of two authors the class has studied: Art Spiegelman, Claude Lanzmann, Martin Luther King, Malcolm X, and Mary Clearman Blew. (Appendixes include six writing assignments and excerpts from student journal papers.)   [More]  Descriptors: Academic Discourse, Civil Rights, Discourse Analysis, Discourse Modes

Brodie, James Michael; Curry, Barbara K. (1996). Sweet Words So Brave: The Story of African American Literature. This illustrated book introduces readers to African American literature by telling the story of the men and women who contributed to this body of work. The book begins by recounting the Africans' journey into slavery and how they kept their stories alive by telling them to one another, and by handing them down from generation to generation. Although African slaves were forbidden to read and write by their masters, some slaves learned to read, and they then wrote about their lives. One early writer was Phillis Wheatley, who wrote the first book of poetry ever published by an African American. The book profiles Frederick Douglass, discusses the "Jim Crow" laws, and proceeds to consider the works of modern African American writers, such as Langston Hughes, Zora Neale Hurston, Countee Cullen, Richard Wright, Ralph Ellison, Lorraine Hansberry, Gwendolyn Brooks (the first African American author to win the Pulitzer Prize), James Baldwin, Nikki Giovanni, Toni Morrison, and Maya Angelou. Although focused on the literary figures and authors, the book also examines the historical and cultural background of African Americans in today's United States, and shows the influence of Malcolm X and Martin Luther King, Jr. The book concludes with a glossary which explains terms such as abolition, places such as the Cotton Club, and groups such as the Ku Klux Klan and the Black Panthers. A list of selected reading materials about the authors and artists is attached. Descriptors: Authors, Black Culture, Black Literature, Childrens Literature

Chicago Public Schools, IL. (1992). Med-Tech Program. Tech Prep Final Report. Staff from DuSable High School in Chicago, Illinois, collaborated with Malcolm X College and three area hospitals to develop a medical technician training program focusing on career awareness and development of the basic reading and math skills needed for any career. A 3-year Med Tech curriculum for grades 9, 10, and 11 and a career awareness program for grades 7 and 8 were developed and approved by the project advisory board. The new tech prep program is expected to serve 150 high school students initially and 240 students by the third year. Also included in the program is a practicum component in which 11th grade students will receive training at a participating hospital. The program component intended for students in grades 7 and 8 is an informal after-school program that will operate under the structural umbrella of the DuSable Cluster and that is designed to strengthen ties between DuSable High School and its feeder elementary schools. The project's development and design phases have been completed successfully, and procedures are in place to further elaborate and refine the program during its implementation phase. (Lists of human and material resources are included along with project publicity and public relations materials.)   [More]  Descriptors: Allied Health Occupations Education, Articulation (Education), Basic Skills, Career Awareness

Gottlieb, David, Ed.; Heinsohn, Annie L., Ed. (1971). America's Other Youth: Growing up Poor. Contents of part one, Puerto Rican Youth, of this book, includes: excerpts from "Two blocks apart: Jan Gonzales and Peter Quinn," C. Mayerson; excerpts from "Up from Puerto Rico," E. Padilla; excerpt from "Spanish Harlem," P. Sexton; and "Poverty on the lower east side . . .," P. Montgomery. Contents of part two, Migrant Workers Youth, includes: excerpts from "They harvest despair" D. Wright; and excerpts from "Peonage in Florida," R. Coles and H. Huge. Contents of part three, Mexican-American Youth," include: excerpts from "Mexican American Youth…," C. Heller; and excerpts from "Spanish-speaking children of the Southwest," H. Manual. Contents of part four, "American Indian Youth," include: excerpts from "Custer died for your sins," V. Deloria, Jr.; excerpts from "The New Indians," S. Steiner; and "Lo the Poor Indian," R. Nader. Contents of part five, Appalachian Youth, include: "The schools of Appalachia," P. Shrag; "Appalachia: Hunger in the hollows," R. Coles; and excerpts from "Yesterday's people," J. Weller. Contents of part six, Black Youth, include: excerpts from "Manchild in the promised land," C. Brown; excerpts from "The autobiography of Malcolm X;" excerpts from "Coming up Black: patterns of ghetto socialization," E. Schultz; and, excerpts from "Death at an early age," J. Kozol. Descriptors: American Indians, Black Youth, Disadvantaged, Disadvantaged Youth

Reppert, James E. (1993). The Importance of Minority Role Models in Higher Education Mass Communication Curriculum. The broadcast journalism sequence at Southern Arkansas University allows African-American students as many opportunities as possible to review role models from different perspectives. The school has an enrollment of 18% Black students. Each area studied in the introduction to mass media course involves sections dealing with multicultural and African-American perspectives on matters relating to broadcasting. In this regard, television is an essential teaching tool because it refracts many societal concerns and effects. Controversial issues of public importance involving the African-American community can be shown and discussed with students, in addition to serving as a jumping-off point for research papers. A number of TV clips can be used to illustrate these points, such as: (1) the death of Arthur Ashe, who was buried in Richmond, Virginia, brings up important reporting ethical questions for students; (2) music performed by some African-American musical groups such as 2 Live Crew raise questions about censorship; (3) coverage of the Los Angeles riots raise critical questions about the media's cultural orientation; and (4) a look at how the media in the 1960s treated a figure like Malcolm X exposes students to a figure they have probably seldom seen.   [More]  Descriptors: Black Students, Broadcast Journalism, College Curriculum, Cultural Awareness

Ramirez, Manuel, III (1995). Historical Development of the Concept of the Multicultural Personality: A Mixed Ethnic Heritage Perspective. The Mestizo (mixed ethnic heritage) Civil Rights Movement in the United States can be divided into five phases: Pre-Civil Rights, Civil Rights, Bilingual-Multicultural Education, Political Conservatism, and the current period, an Assault on Civil Rights. The paper describes how a personal research career has been influenced by the different stages of the Movement, and work on the concept of the multicultural personality has closely reflected its various phases. The Movement not only provided multicultural models such as Cesar Chavez, Malcolm X, Dolores Huerta, Martin Luther King, Jr., and Rosa Parks, it also provided a liberating force from racist, sexist, and cultural and genetic superiority paradigms of the social sciences. A personal account of the development of the concept of the multicultural personality is given, and a description of the instruments which were designed to assess multicultural personality processes is also provided. The anti-affirmative action trend of today's society impels one to look to the future in the hope that the Civil Rights flame will be rekindled so that multiculturalism can help save the world. (Contains 24 references. Three figures and nine tables are presented which are related to multicultural personality development and identity.)   [More]  Descriptors: Civil Rights, Cross Cultural Studies, Cultural Awareness, Cultural Background

Smith, William A. (1976). The Meaning of Conscientizacao: The Goal of Paulo Freire's Pedagogy. Techniques for applying Brazilian adult educator and political organizer Paulo Freire's theory of "conscientizacao" are discussed. Freire's pedagogy is designed to liberate both oppressor and oppressed from the victimization of the oppressive system through "conscientizacao" or consciousness raising. The term refers to the developmental processes in which an individual moves from magical to naive to critical social consciousness. The outcome of the process results in society's working together in the creation of new norms, rules, procedures, and policies. The book is comprised of five chapters. Chapter I provides background for Freire's pedagogy and describes the development of a code particularly applicable to nonformal educational programs devised to aid in establishing objectives, training methodologies, evaluating, and determining the relationship between changes in thought and changes in action. The second chapter provides two case studies. An experience with groups of rural Indians in Ecuador emphasizes how magical consciousness (when a group adapts or conforms fatalistically to a system) expresses itself, and an example from "The Autobiography of Malcolm X" illustrates movement from naive to critical consciousness. Chapter III details development of the code and compares Freire's concept with that of educational psychologist Lawrence Kohlberg's developmental stages. Chapter IV outlines the process used to develop and validate the code, and chapter V notes limitations of the study, and discusses a series of possible applications and a number of ethical considerations. Descriptors: Developmental Stages, Doctoral Dissertations, Educational Innovation, Educational Principles

Bibliography: Malcolm X (page 5 of 7)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include John Henrik Clarke, Charles Alva Hoyt, Denise Hart, Ronald Gross, James Jennings, Nicholis Poulos, Ralph Gardner, Jack W. Moskowitz, Nanthalia W. McJamerson, and Chuck Hopkins.

Monks, Merri M.; Pistolis, Donna Reidy (1996). Hit List: Frequently Challenged Books for Young Adults. This book presents descriptions of 26 young adult titles that have been frequent targets of censorship attempts. Each entry provides an annotation for the book in question; examples of recent challenges; citations to reviews of the book and background articles; a list of awards garnered by the book or its author; references about the author; sources recommending the book; and audiovisual resources. The following books are included: "The Adventures of Huckleberry Finn" (Mark Twain); "Annie on My Mind" (Nancy Garden); "The Arizona Kid" (Ron Koertge); "The Autobiography of Malcolm X: As Told to Alex Haley" (Malcolm X and Alex Haley); "The Catcher in the Rye" (J.D. Salinger); "The Chocolate War" (Robert Cormier); "Christine" (Stephen King); "The Clan of the Cave Bear" (Jean Auel);"The Color Purple" (Alice Walker); "A Day No Pigs Would Die" (Robert Newton Peck); "Fallen Angels" (Walter Dean Myers); "Flowers in the Attic" (V.C. Andrews); "Forever" (Judy Blume); "Go Ask Alice" (Anonymous); "The Great Santini" (Pat Conroy); "Grendel" (John Gardner); "The Handmaid's Tale" (Margaret Atwood); "I Am the Cheese" (Robert Cormier); "I Know Why the Caged Bird Sings" (Maya Angelou); "Lord of the Flies" (William Golding); "Of Mice and Men" (John Steinbeck); "The Outsiders" (S.E. Hinton); "Running Loose" (Chris Crutcher); "Slaughterhouse-Five; or, The Children's Crusade" (Kurt Vonnegut); "The What's Happening to My Body Book for Boys" (Linda Madaras with Dane Saavedra); and "The What's Happening to My Body Book for Girls" (Linda Madaras with Dane Saavedra). An appendix discusses what the American Library Association can do to help librarians combat censorship. Descriptors: Adolescent Literature, Authors, Book Reviews, Books

Williams, Richard W. (1978). A Comparison of Traditional and Holistic Instructional Methods in Developing Positive Attitudes Toward Mathematics Instruction in Students at Malcolm X College. The purpose of this study was to explore whether "holistic" instruction is an effective way to improve student attitudes toward instruction. Study participants were students in two Mathematics 111 classes at Malcolm X College (Illinois), 27 in the experimental and 27 in the control group. The experimental group received holistic instruction, while controls were taught in the traditional manner. The holistic delivery system, designed in accordance with the literature on the subject, involved structuring student success by using the following: a detailed syllabus explaining what was expected and how grades were earned; a first week orientation during which no math was taught while the instructor got to know the students and explained the instructional methods; frequent, non-graded, formative quizzes to determine mastery of unit objectives; cards with assignments sent to students who missed a class; and weekly half-hour math workshops. During the middle of the semester, students responded to an attitude questionnaire. The mean responses showed that holistically taught students had significantly higher positive attitudes toward instruction than those receiving traditional instruction. Descriptors: Attitude Change, College Mathematics, Community Colleges, Comparative Analysis

Gardner, Ralph, III, Ed.; And Others (1994). Behavior Analysis in Education. Focus on Measurably Superior Instruction. This book was written to disseminate measurably superior instructional strategies to those interested in advancing sound, field-tested educational practices. Part 1 contains chapters that give two views of the future of behavior analysis in education, while part 2 focuses on promoting applied behavior analysis. Part 3 addresses issues in early childhood education, and part 4, the longest section, contains 11 chapters that deal with measurably superior instructional practices for school-age children. Part 5 addresses transition intervention and adult learners, and Part 6 integrates behavior analysis into educational and public policy. Several of the highlighted programs in Parts 3 and 4 deal with disadvantaged students in urban areas. Chapter 10 considers reading instruction for low-income children in an urban area, and Chapter 14 considers the programs of Morningside Academy and Malcolm X College in Chicago (Illinois). Chapter 17 considers the ecobehavioral assessment of bilingual special education and contains remarks on an urban pilot study. Chapter 24 (Part 5) concentrates on high-risk black college students and offers an alternative approach for their success. References follow each paper. Descriptors: Adult Education, Disadvantaged Youth, Early Childhood Education, Educational Policy

Clarke, John Henrik (1969). Malcolm X: The Man and His Times, Negro Digest. Descriptors: Black Leadership, Black Power, Civil Rights, Islamic Culture

Moskowitz, Jack W. (1969). The New Mood of Black America. This is a collection of articles, excerpts, poems, essays, and short stories dealing with the increasingly militant and aggressive posture now being assumed by certain segments of the Black community. It attempts to reflect, for the teacher and student, the direction in which great masses of Black Americans are currently moving. The initial chapter, Some Historical Considerations, attempts to compare the Black Revolution today with certain aspects of the American Revolution. Chapter two, Black Power, discusses various interpretations of this concept. Chapters three and four are concerned with the economic and political implications of Black Power. Chapter five, Brothers, discusses the legacy of Malcolm X and closes with statements concerning other alternatives open to Black America. Expression, chapter six, contains several poems and a discussion of the national controversy over the proper name for Americans of African descent, Negro vs. Afro-American vs. Black. The collection is designed to clarify the specific teaching episode prepared for grade 9 during the 1968-69 school year by the Task Force and will serve as a beginning in contemporary race relations.   [More]  Descriptors: Activism, Black Community, Black Culture, Black History

Estes, Susan Jo (1972). The Rhetoric of Representative Black Spokesmen for Violence from 1963 through 1969. The basic black rhetoric of violence during the 1960s differed little from other American rhetoric of violence in its expressions of values, attitudes, and beliefs. This conclusion is drawn from studying the speeches of five representative black spokesmen for violence: Malcolm X, Stokely Carmichael, Eldridge Cleaver, Huey P. Newton, and Bobby Seale. The basic values they expressed were that liberty is worth the sacrifice of life and that violence must be used to gain liberty. Their call for violence was based on attitudes that the American dream is a nightmare to blacks, that blacks must have freedom, that whites will suffer integration only if forced through violence, and that blacks can use violence for their gain just as whites have. Their beliefs stemmed from common experience and culture, plus their own direct experiences and group memberships. However, during the late 1960s the spokesmen became more independent of the traditional white American attitudes and beliefs. These popular black public speakers came to use the vocabulary, delivery, and dress habits of black ghetto culture. Descriptors: Black Community, Black Dialects, Black Power, Black Studies

Hoyt, Charles Alva (1970). The Five Faces of Malcolm X, Negro American Literature Forum. Descriptors: American Culture, Biographies, Black Leadership, Black Organizations

Hopkins, Chuck (1970). Malcolm X Liberation University: Interim Report, Negro Dig. Descriptors: Black Colleges, Black Power, Black Studies, Community Involvement

Hart, Denise; Weinman, Geoffrey (1990). The Assessment of a Homogeneous Interdisciplinary University Core Course for the Mature Adult Learner. Fairleigh Dickinson University developed a University Core Curriculum which it initiated in the 1987-1988 academic year (the pilot program was operational in the fall 1986 semester). The University Core is composed of four 3-credit liberal education courses: "Perspectives on the Individual," which deals with works ranging from Plato's "Crito" to Malcolm X's autobiography; "The American Experience: The Quest for Freedom," which explores ideas from de Tocqueville to recent Supreme Court decisions; "Cross Cultural Perspectives" which examines the cultures of Nigeria, Mexico, India, and China; and "Global Issues," which focuses on the role of science and technology as unifying forces. In conjunction with the university's Success Adult Degree Program, the "Perspectives on the Individual" course was offered as a homogeneous section for the nontraditional adult learner. In order to assess student interest in the course format, content, achievement, and utilization of experiential learning as compared to other sections of the course offered simultaneously where the population was heterogeneous by age, an investigator-made survey was distributed to all evening sections of the course. Final course grades, scores on midterms and final examinations, papers, class participation, and journal grades were analyzed for differences by course sections. The findings revealed no significant difference between heterogeneous and homogeneous-by-age groups.   [More]  Descriptors: Adult Learning, Adult Students, College Students, Core Curriculum

McJamerson, Nanthalia W.; And Others (1993). "Reconstructing" Lives: A Reading-for-Empowerment Project. A Reading-for-Empowerment project used a critical social science approach. Phase I of the project was an in-depth study of successful lives to discern the critical factors which lead to success. Four graduate counselor trainees at South Carolina State University examined the autobiographies of Maya Angelou, Zora Neal Hurston, John H. Johnson, and Malcolm X. Six essential factors or "common fibers" were identified and developed into the Success "Fibers" Model of Development. Participants in Phase II of the project read an autobiography of a famous person, analyzed the person's life, reconstructed the person's life, and applied lessons learned about success factors to their own life. Participants completed an open-ended survey and reported development of a sense of empowerment in 4 categories: (1) increased insight; (2) increased encouragement; (3) new awareness of possibilities for personal success; and (4) actual behavior changes and plan for behavior changes to create personal success. Phase III of the project will involve pretests, the project experience and posttest to determine the impact of the project in helping students reach their potential. (Contains five tables and a figure that presents aspects of the project and comments from participants. Appendixes presents a program produced as a result of Phase II of the project, and sample worksheets from Phase III of the project.)   [More]  Descriptors: Autobiographies, Change Strategies, Higher Education, Program Descriptions

Palladino, John (1992). An Evaluation Study of Teacher and Supervisor Perception of Program Impact on Teacher Change. An evaluative study was done of Project THISTLE (Thinking Skills in Teaching and Learning), a program designed to improve the basic skills of urban college-bound high school students by working with their teachers in an integrated process of curriculum and staff development. In particular, the evaluation looked at the impact of the program on teachers, as perceived by the teachers themselves and by their supervisors. Of the several Newark (New Jersey) high schools participating in Project THISTLE, faculty members from one school, Malcolm X Shabazz High School (MXSHS), were evaluated. At the MXSHS, 29 faculty members were graduates of the program. Data were collected through interviews with 10 of the faculty members and questionnaires administered to 9 supervisors. The data suggest that teacher participation in Project THISTLE resulted in positive teaching changes, especially with a thinking skills focus, and in greater involvement in curriculum development. Teachers shared their significant satisfaction in having the opportunity to participate in the Project. Teachers also spoke about the excitement in collegial participation in the Project and how this feeling was subsequently diminished. Included are copies of correspondence, forms, and instruments used in the study in three appendixes.   [More]  Descriptors: Administrator Attitudes, College Bound Students, Curriculum Development, Faculty Development

Manuel, Rick (1996). Innovations in Postsecondary Articulation: Advancing Opportunities for Community College Students at Historically Black Colleges and Universities. Final Report. In 1993, Kankakee Community College (KCC) (Illinois) initiated a project to reduce the problems associated with transfer from the community college to out-of-state universities by developing a strong structure of articulation agreements, recruiting opportunities, and transfer advising. The project attempted to serve under-represented students and develop transfer agreements with five out-of-state Historically Black Colleges and Universities (HBCU's), and to assist Malcolm X College and Prairie State College (Illinois) to accomplish the same goal. As a result, articulation agreements were completed between KCC and the HBCU's, an understanding of the participating universities was developed by community college advisors, transfer advising was improved for out-of-state transfer, new services were offered to the community, and relationships were strengthened between the HBCU's and KCC. Approximately 100 students participated, with relatively high rates of retention. Problems included lack of commitment from the community colleges and faculty, and lack of student involvement in college life. Despite numerous barriers to academic success, participants demonstrated equal or better persistence in college than did the comparison group. KCC was also able to achieve improved articulation agreements with most of the HBCU's. Appendices include student information, conference programs, and university guarantees.   [More]  Descriptors: Academic Achievement, Academic Advising, Academic Persistence, Affirmative Action

Poulos, Nicholis (1969). Negro Attitudes Toward Pictures for Junior High School Social Studies Textbooks. Three hundred and twenty-six Detroit-area Negro parents belonging to parent-teacher organizations were used to determine attitudes toward pictures of Negro personalities and events which might be included in junior high school social studies texts. Fifty-five captioned slides, divided into periods of slavery, emancipation, and twentieth century, were shown. Parents rated these as favorable or unfavorable. Results of Chi-square, t-test, and analysis of variance procedures showed that 78 percent of the illustrations were approved by a majority of the respondents, and none were disapproved by a majority. Most favored pictures were of Martin Luther King, Booker T. Washington, Frederick Douglass, Joe Louis, and W.E.B. DuBois. Least favorable were depictions of Malcolm X, slave labor, and children playing in a city slum. Certain factors in the backgrounds of the respondents had significant bearing on attitudes toward the pictures. Males reacted more favorably than females; those of higher occupational or educational levels, more favorably than those of lower levels; and members of community organizations, more favorably than those with little participation.   [More]  Descriptors: Black Attitudes, Black History, Cultural Influences, Parent Attitudes

Jennings, James (1993). Theory, Praxis, and Community Service: Cornerstones of Black Studies. Occasional Paper No. 23. Community-based research in Black Studies is a general phrase suggesting that scholarship about blacks should be pursued within a framework of theory, praxis, and community service. Both theory and praxis are critical in order to understand fully how black life experiences have molded and are reflected in American civilization. Theory refers to the building of predictive and projective knowledge about the experiences of blacks, and praxis implies that theoretical understandings of black life experiences should be informed by the concrete experiences of blacks. Community service refers to the idea that students should use their education, as well as the resources of the institution of higher education, to assist in resolving the economic and social problems and challenges of black individuals and communities. The growth of these ideas is traced in the work of W. E. B. Du Bois and Malcolm X. Two major scholarly works that reflect the synthesis of scholarship, praxis, and community service are Kenneth Clark's "Dark Ghetto" (1965) and "The Crisis of the Negro Intellectual" by Harold Cruse, also published in the 1960s. In spite of intellectual and institutional resistance to the synthesis of black scholarship, praxis, and community service, it is imperative that the black community continues to pursue its pedagogical tradition. Black Studies must continue to use the highest standards of intellectual pursuit in ways that connect theory, praxis, and community services. (Contains 20 references.)   [More]  Descriptors: Black Students, Black Studies, Educational Practices, Educational Research

Gross, Ronald (1977). The Lifelong Learner. Designed to provide a general guide and stimuli for lifelong learning, this book examines all the positive factors of independent study. Lifelong learning is defined as self-directed growth free from the traditional schooling procedures. Chapters discuss the following: the lifelong learner; profiles of such learners in action; how to be self-directed; how to learn; the "Invisible University"; and what basic books to read to start a learning experience. Presented are case studies of such typical people as Tillie Lewis, who learned to grow pomodoro tomatoes in California when most thought it impossible, to famous self-taught individuals like Malcolm X, who acquired his education while serving time in the Norfolk Prison Colony. The Invisible University is a term constructed by the author to represent the wealth of new and informal arenas for learning: learning exchanges, educational brokers, networks of amateur scholars, libraries, television and many others. Self-education is promoted not only for the individual benefits but also for the social implications of creating a society of free, lifelong learners. A basic bookshelf list is given to help the individual become acquainted with the possibilities within each person to become an independent learner. Included are such books as: Gail Sheehy's "Passages: Predictable Crises of Adult Life" (1976); Ari Kiev's "A Strategy for Daily Living" (1973); Allen Tough's "The Adult's Learning Projects" (1971); and Carlos Castaneda's "The Teachings of Don Juan" (1969). Descriptors: Adult Development, Adult Learning, Adult Students, Case Studies