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When the African-centered Paradigm is not Enough: Lessons from an Urban Charter School

Lesa M. Covington Clarkson and Jerika R. Johnstone
The Journal of Negro Education
Vol. 80, No. 2 (Spring 2011), pp. 108-120
Stable URL: http://www.jstor.org/stable/41341114
Page Count: 13
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
When the African-centered Paradigm is not Enough: Lessons from an Urban Charter School
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Abstract

This article reflects on processes and characteristics that had a positive impact on improving mathematics achievement at an African-centered charter school. In doing so, an exploratory look into organizational culture provides the basis for a discussion on African-centered school culture. African-centered education played a major role in providing a strong foundation for superior mathematics achievement among African American students. While school culture is argued to be a critical element to successful mathematics curriculum reform, it is argued that communities of practice are critical to making curriculum successful. The article concludes with a discussion of strategies and components to effective math instruction and achievement for African American children.

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