Effective pedagogical practices for teaching African American students in a K-8 urban charter school

Current research on educational achievement in the United States shows that African American students in urban areas are performing well below their White counterparts (Lewis, James, Hancock, & Hill-Jackson, 2008). However, studies have been conducted that point to teacher effectiveness (Howard, 2001), culturally relevant pedagogy (Ladson-Billings, 1995), and culturally responsive teaching (Foster & Peele, 2001) as effective ways to close this achievement gap between Black and White students. Based on the theoretical frames that support a reformed Afrocentric pedagogy (Ginwright, 2004) and culturally relevant pedagogy (Ladson-Billings, 1995) the present study explores potential ways to help struggling African American students and improve the existing academic condition of elementary and middle school-aged African American students attending school in low-income, urban areas. The study was conducted in the form of action research (Mertler, 2007) at the predominantly African American urban charter school where the researcher teaches. The research study also employed qualitative research methods, such as an open-ended survey and a focus group. The methods asked students, parents, and teachers invested in the urban charter school to reflect on their educational experiences and challenges, and describe practices that help to best educate the students at the school. Results from the survey and focus group revealed that parents, teachers, and students faced many of the same educational challenges (where the students were concerned), including a lack of focus, and difficulty understanding and retaining information. The three subgroups also overlapped responses where best practices were concerned, and these included, but were not limited to, one-on one teaching, the use of song, visuals, and other stimulating activities, and the workshop or small group model. Supported by the responses from the open-ended survey and focus group, as well as standardized test data from the charter school, a positive relationship between the practices discussed and the academic achievement of African American students at the urban charter school exists, and should continue to be explored.