Retrieved from ProQuest Dissertations and Theses. The influence of science education professional development on African American science teachers’ conceptual change and practice, (Doctoral dissertation). According to Michele Foster (1994), despite more than 4500 entries and 7000 entries, respectively, in the 1983-1991 ERIC database, as well as 5887 on African American teachers, there were no records in the database during those times that included both the descriptors effective or success and African American or Black teachers.Īlthough the literature on effective teachers is quite large, most studies before the early 90s, for the most part, did not explicitly consider the racial identity of teachers on their belief systems even though the previous life experiences of teachers, their backgrounds, identities, culture, and critical incidents in their lives are known to shape their view of teaching and inform essential elements of their practice.īlackmon, A.T. Now, this robust body of literature counters what was then an excessively negative portrayal of African American teachers.
These scholars conducted rigorous empirical research studies and exhaustive literature reviews on effective teaching strategies of African American teachers (e.g., Foster, 1987, 1990, 1991, 1993, 1995, 1997 Irvine, 2002 Irvine & Fraser, 1998 Ladson Billings & Henry, 1990 Ladson-Billings, 1994 Mitchell, 1998 Siddle Walker, 1996, 2000, 2001 Stanford, 1998 Ware, 2006). The work of numerous scholars from 1987 to 2003 focused on including the effective and successful pedagogical strategies of African American teachers in the teacher education literature.
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