Audrey Davis McCray
Biographic Data
| ID | 6555482 |
|---|---|
| NAME | Audrey Davis McCray |
| GIVEN NAMES | Audrey Davis |
| FAMILY NAME | McCray |
| SIGNATURE | MCCRAY A D |
| AFFILIATIONS | The University of Texas at Austin |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2003 |
| H-INDEX | 3 |
The Effects of African American Movement Styles on Teachers' Perceptions and Reactions
This study examined teachers' perceptions of African American males' aggression and achievement and the need for special education services based on African American students' cultural movement styles (i.e., walking). The participants, 136 middle school teachers, viewed a videotape and completed a questionnaire. To study interaction effects between student ethnicity and student movement and teachers' ratings of student achievement, aggression, an…
Juvenile offenders with special needs
Social, adaptive, and academic skills must be acquired by today's juvenile offenders, especially those who have disabilities and are ethnically or linguistically diverse, to function effectively at a job and in the community. To give juvenile offenders the opportunity to acquire these skills, juvenile justice systems must address the special academic needs of these individuals. Currently, treatment programs in the juvenile justice system do not f…
The stories we must tell
Disproportion in special education based on race, ethnicity, language, and class persists. In this paper, we argue that to address this and other perpetual problems of underachievement for culturally and linguistically diverse children and youth requires examination of disability within its full sociocultural context and inclusion of the stories of those who are most affected by educational research, policy, and practice. We conducted a qualitati…
From preschool to prison and somewhere in between
(2002). From preschool to prison and somewhere in between: Special education must strive to leave no child behind. International Journal of Qualitative Studies in Education: Vol. 15, No. 6, pp. 593-597
African-American women's decisions to become teachers
In this study the authors describe sociocultural and school-related factors that influenced African-American women's perceptions of teaching and decisions to teach. Surveys were conducted of the participants' demographic and background characteristics, and life histories were developed that focused on early experiences with the family, in the community, and at school and how these experiences influenced their perceptions of teaching. These data r…
African-American women's decisions to become teachers
In this study the authors describe sociocultural and school-related factors that influenced African-American women's perceptions of teaching and decisions to teach. Surveys were conducted of the participants' demographic and background characteristics, and life histories were developed that focused on early experiences with the family, in the community, and at school and how these experiences influenced their perceptions of teaching. These data r…
The stories we must tell
Disproportion in special education based on race, ethnicity, language, and class persists. In this paper, we argue that to address this and other perpetual problems of underachievement for culturally and linguistically diverse children and youth requires examination of disability within its full sociocultural context and inclusion of the stories of those who are most affected by educational research, policy, and practice. We conducted a qualitati…
Juvenile offenders with special needs
Social, adaptive, and academic skills must be acquired by today's juvenile offenders, especially those who have disabilities and are ethnically or linguistically diverse, to function effectively at a job and in the community. To give juvenile offenders the opportunity to acquire these skills, juvenile justice systems must address the special academic needs of these individuals. Currently, treatment programs in the juvenile justice system do not f…
Juvenile offenders with special needs
Social, adaptive, and academic skills must be acquired by today's juvenile offenders, especially those who have disabilities and are ethnically or linguistically diverse, to function effectively at a job and in the community. To give juvenile offenders the opportunity to acquire these skills, juvenile justice systems must address the special academic needs of these individuals. Currently, treatment programs in the juvenile justice system do not f…
The stories we must tell
Disproportion in special education based on race, ethnicity, language, and class persists. In this paper, we argue that to address this and other perpetual problems of underachievement for culturally and linguistically diverse children and youth requires examination of disability within its full sociocultural context and inclusion of the stories of those who are most affected by educational research, policy, and practice. We conducted a qualitati…
From preschool to prison and somewhere in between
(2002). From preschool to prison and somewhere in between: Special education must strive to leave no child behind. International Journal of Qualitative Studies in Education: Vol. 15, No. 6, pp. 593-597
African-American women's decisions to become teachers
In this study the authors describe sociocultural and school-related factors that influenced African-American women's perceptions of teaching and decisions to teach. Surveys were conducted of the participants' demographic and background characteristics, and life histories were developed that focused on early experiences with the family, in the community, and at school and how these experiences influenced their perceptions of teaching. These data r…
The Effects of African American Movement Styles on Teachers' Perceptions and Reactions
This study examined teachers' perceptions of African American males' aggression and achievement and the need for special education services based on African American students' cultural movement styles (i.e., walking). The participants, 136 middle school teachers, viewed a videotape and completed a questionnaire. To study interaction effects between student ethnicity and student movement and teachers' ratings of student achievement, aggression, an…
Psychology (5 works) · Sociology (5 works) · Developmental psychology (4 works) · Education Discipline and Inequality (3 works) · Pedagogy (3 works) · African american (2 works) · Collaborative Teaching and Inclusion (2 works) · Criminology (2 works) · Ethnic group (2 works) · Family and Disability Support Research (2 works)