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dc.contributor Orey, Daniel C. en
dc.contributor.advisor Davis, Zephaniah en
dc.contributor.author Starks, Charlane Fay en
dc.date.accessioned 2010-08-24T15:24:59Z en
dc.date.available 2010-08-24T15:24:59Z en
dc.date.issued 2010-08-24 en
dc.date.submitted 2010-05-05 en
dc.identifier.uri http://hdl.handle.net/10211.9/512 en
dc.description Thesis (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2010. en
dc.description.abstract The early inclusion of a civic responsibility-based curriculum is critical as African American students’ values and attitudes are forming about educational, civic, and behavioral competencies. Educators must grapple with shifting social value toward high school matriculation by incorporating a civic-based pedagogy to reduce education apathy. The undervalued civic education component in the 2001 reauthorized Elementary and Secondary Act, also known as No Child Left Behind (NCLB) Act remains necessary for whole child education toward the knowledge and understanding of basic civic competencies. This thesis examines civic education as a means to lowering the African American student dropout rate while presenting it as a civic responsibility and right. The review of literature includes literary works, published research that investigate the American perspective on civil rights, civil rights in education, civic education, and a conceptual framework linking civic education to the dropout crisis. en
dc.description.sponsorship Graduate and Professional Studies in Education en_US
dc.description.sponsorship Graduate and Professional Studies in Education en
dc.language.iso en_US en
dc.subject African American dropouts en
dc.title Connecting civic education to civil right and responsibility: a strategy for reducing high school dropout among African American students en
dc.type Masters thesis en


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