Title: Pitfalls and Promises of Effective Schools Research
Abstract:In a 1980 study funded by the National Institute of Education (NIE) Carlos A. Brossard, Birney Harrigan and the writer conducted an ethnographical study of three high achieving predominantly black pub...In a 1980 study funded by the National Institute of Education (NIE) Carlos A. Brossard, Birney Harrigan and the writer conducted an ethnographical study of three high achieving predominantly black public elementary schools in Pittsburgh, Pennsylvania.1 The study was an outgrowth of a firm belief in the ability of black children to learn in spite of the exigencies of racism and poverty. Many years of experience in teaching black poor children had proved for us the effects of high expectations and effective routines. Moreover, because values determine the norms, standards, rules, regulations, and routines which evoke behaviors, they help construct cause-belief statements. In spite of arguments to the contrary, most scientists are motivated by certain cause-belief ideas stated as assumptions which determine what phenomena they will study, what hypotheses they will test, and what methodologies they will use. In this sense, every scientist is a victim or benefactor of his/her own values, norms, standards, rules, regulations and laws. The culture, defined as the sum total of artifacts generated by the person's (or group's) struggle for survival, which means the socio-economic-political ability to preserve one's body (mental, physical, and spiritual health), to reproduce that body, and to take care of the progeny, confines the investigator or scientist. Five main categories of cause-belief statements have evolved toRead More
Publication Year: 1985
Publication Date: 1985-01-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 35
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