Presentation at Association of Social and Behavioral Scientist (Fayetteville, NC 2015)

A historical critique & review of selected events and letters between W.E.B. Dubois and President Rufus E. Clement
1937-1940:

Atlanta University”



https://docs.google.com/presentation/d/1V6xpW8xhCe_ADAaURNMpBxveDLb3I5fpDrMb0XzdnFY/edit#slide=id.p7



Dr. Noran L. Moffett Presents research on Dr. Rufus E. Clement and W.E.B. Dubois

Influence of Motivation Theory and Supplemental Workshops on First-Time Passing Rates of HBCU Teacher Candidates

Abstract

The action research methodology for this study reports descriptive statistical findings from the performance of 19 Early Childhood Education African American teacher candidates matriculating through a state-approved program at an HBCU. Researcher–moderators provided a treatment plan of focused summer workshops, conceptualized based upon the findings of low first-time passing rates on the Early Childhood Education Exam, of predominately content knowledge in social studies and reading. The action researchers suggest that continued research and a larger sample size is needed to provide empirical evidence of the causal variables and factors that affect candidate performance on the examination, but the observed phenomena and semistructured follow-up reflections of the first-time passers may promote evidence of Maslow’s motivation theory in practice and the intrinsic love for teaching by the candidates who participated in the treatment and successfully passed the test.

INTRODUCTION

Historically Black Colleges and Universities (HBCUs) have been central to the preparation of teachers of color for more than 100 years (Moffett & Frizzell, 2011). The mission and vision of HBCUs are grounded in their commitment to prepare and produce effective teachers of color for children, specifically children attending Title I schools. In 1994, more than 95% of all college-educated African Americans had attended and graduated from an HBCU (Allen & Jewell, 1995). And one third of African American students enrolled in teacher education programs attended HBCUs (Zumwalt & Craig, 2005, p. 118). Consequently, in 1995, African American students made up only 6.2% of teacher education students in all non-historically-Black-institution teacher education programs (Zumwalt & Craig, 2005, p. 118). Selected data for the ethnicity of teachers of color in the United States of America suggest that the majority of the teachers from African American descent are prepared at HBCUs (U.S. Department of Education [USDOE], 2011).

According to the National Center for Education Statistics’s (2010) report titled Status and Trends in the Education of Racial and Ethnic Minorities, ACT score disparities for high school students indicated that the sample from 2008 benchmark of subject performance revealed that African American test takers earned the lowest readiness rates in four subjects: English/language arts, math, science, and social studies. Additionally, the tendency among candidates prepared at HBCUs and other predominately higher education minority serving institutions was to enter the institutions with lower SAT and ACT scores than candidates prepared at predominately White institutions (Fleming, 2000; Garibaldi, 1997; Slater, 1999-2000). Compounding the challenge, teacher preparation programs that provide the knowledge, skills, and dispositions for candidates who have a quantifiable need for more remediation, supplementation, and test preparation are required to maintain an 80% passing rate to meet Title II and National Council for Accreditation of Teacher Education (NCATE; n.d.) standards (Standard 1a, Candidate Knowledge Skills and Professional Dispositions). Thus, African American teacher candidates enrolled in all teacher education programs need to receive academic assistance to complete their programs successfully. The problem identified for the action research reported in this article suggests that a preparation program leading to initial certification for undergraduate teacher education candidates, in particular, should provide developmentally appropriate student support for candidates to meet highly qualified teacher preparation test requirements.

cited from: 

1. Influence of Motivation Theory and Supplemental Workshops on First-Time Passing Rates of HBCU Teacher Candidates
   Noran L. Moffett , Melanie M. Frizzell , Yolanda Brownlee-Williams , Jill M. Thompson
   Action in Teacher Education 
   Vol. 36, Iss. 5-6, 2014, pages 421-432

Supporting Multiculturalism and Gender Diversity in University Settings: 9781466683211: Education Books | IGI Global

Supporting Multiculturalism and Gender Diversity in University Settings: 9781466683211: Education Books | IGI Global



Noran L. Moffett, Melanie M. Frizzell & Delonn C. Brown will have a chapter in this soon to be released reference book, See title of chapter below:

Chapter 1

Exemplar of Pearls of Wisdom for the Academy through Dr. Pearlie Dove’s Career in Education

Noran L. Moffett

Melanie M. Frizzell

De’Lonn C. Brown

Alcorn State University: Shani Collins, Shenika Poindexter selected to participate in the Health Disparities Research Training Program

Alcorn State University: Shani Collins, Shenika Poindexter selected to participate in the Health Disparities Research Training Program

Congratulations to these emerging scholars and the Research blog looks forward to their participation and contributions!

Dr. Pearlie C. Dove was invited to present reflections at the 2012 Georgia Educational Research Association Annual Conference Luncheon in Savannah, GA

Topic: Georgia On My Mind at 90