To Be Young, Gifted, and Black?: A Case Study of Positive Interventions within an Inner-City Classroom of African American Students.

Cartledge, Gwendolyn; Sentelle, Julie; Loe, Scott; Lambert, M. Charles; Reed, Evette Simmons

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Peer reviewed

ERIC Number: EJ653101

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-2984

EISSN: N/A

To Be Young, Gifted, and Black?: A Case Study of Positive Interventions within an Inner-City Classroom of African American Students.

Cartledge, Gwendolyn; Sentelle, Julie; Loe, Scott; Lambert, M. Charles; Reed, Evette Simmons

Journal of Negro Education, v70 n4 p243-54 Fall 2001

Conducted an 18-month intervention for African American inner city elementary school students in a gifted classroom. The intervention, supported by university-based coaches, involved positively phrased classroom behavioral expectations, social skills training, structural/systematic instruction, and preplanned positive and negative consequences for noncompliance. Results for 18 students show many positive effects of the intervention approach. (SLD)

Descriptors: Behavior Change, Black Students, Elementary Education, Elementary School Students, Gifted, Inner City, Intervention, Positive Reinforcement, Urban Youth

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Theme issue titled "African American Children with Special Needs." Research supported by grant #31-6401599 from the Ohio Department of Mental Health, grant #301720 from Ohio State University, and a grant from the Ohio State Department. Published in 2002.