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Full-Text Articles in Social and Behavioral Sciences
Divergent Representations Of Africa: A Qualitative Analysis Of Georgia Social Studies Textbooks, Bailey A. Brown, Amber R. Reed
Divergent Representations Of Africa: A Qualitative Analysis Of Georgia Social Studies Textbooks, Bailey A. Brown, Amber R. Reed
Georgia Educational Researcher
The Georgia Department of Education has clearly defined standards for learning about Africa in the seventh grade. However, there exists great variation in how textbooks present this material and address these standards. Using a qualitative content analysis approach, we assess the presentation of Africa in three widely used Georgia social studies textbooks. We document and analyze coverage of Africa across Georgia’s seventh grade world studies learning domains. Our research demonstrates: 1) that, despite widespread calls for decolonization of education and strengthening of multicultural education, Euro-American perspectives on Africa are still prevalent; 2) textbooks vary widely on how they choose to …
Evaluation Of An “Alternative” School In South Georgia: Does It Improve Grades, Behavior, And Attendance?, Michael Capece, Debra Vis, Peggy Lester, Felicia Hilson, Samantha Crawford, David Miller, Kelly Strozier, Herbertta Thomas, Teresa Wilson
Evaluation Of An “Alternative” School In South Georgia: Does It Improve Grades, Behavior, And Attendance?, Michael Capece, Debra Vis, Peggy Lester, Felicia Hilson, Samantha Crawford, David Miller, Kelly Strozier, Herbertta Thomas, Teresa Wilson
Georgia Educational Researcher
Using both quantitative and qualitative analyses, an evaluation of Westside Performance Learning Center (PLC) was completed. The central research question was, “Do students enrolled in the PLC experience a positive change in grades, behavior, and attendance?” T-tests comparing the conventional school and the PLC indicated that there was a statistically significant improvement in grades and behavior. Additionally, a focus group conducted with a sample of students at the PLC indicated that program structure, students’ relationships with faculty/staff, and general school environment had a positive impact on grades, behavior, and attendance. We also considered the effects of mentoring and incentives on …