Perceptions of African-American graduates (1975-76) of selected secondary schools in Knoxville, Tennessee, concerning the quality of English instruction received

The problem in this study was to examine perceptions of African-American Students concerning the quality of education they received. The purpose of the study was to examine the perceptions of 1975-76 African-American graduates of selected Knoxville city schools concerning the quality and usefulness of the English instruction they received. The study was designed to answer the following questions:

1. What are the opinions of the graduates concerning the quality of English instruction they received in the Knoxville City Schools?

2. What opinions do the graduates hold concerning the of the English instruction they received in usefulness English classes?

3. What positions of employment do the graduates hold?

4. What institutions of higher learning have graduates. What attended or are presently attending?

5. What levels of academic achievement have the graduates attained?

6. Are modifications in English instruction advisable result of this study?

In order to obtain the data in relation to the six questions, the investigator constructed and circulated a as a questionnaire, The questionnaire contained 10 items intended to elicit demographic data and 30 items to elicit perceptions Four open-ended of the quality of English instruction, questions were included to elicit opinions concerning the usefulness of the instruction and to elicit opinions concerning the advisability of modifying English instruction.

As a result of the study, the following recommendations suggested by the investigator:

1. Appropriate authorities in the Knoxville City Schools should consider investigating the degree to which the perceptions of the graduates are 1982-83 program.

2. If the graduates perceptions are accurate, the following considerations should be given to modifying the for African-American students in the English programs following ways:

a. English programs at Austin-East High School should be enriched in terms of the availability of textbooks, supplementary textboosk, field trips, vocational English classes, elective English classes, and extra curricular activities.

b. Comparison-contrast should be included as a method of teaching English.

3. Appropriate authorities in the Knoxville City Schools should consider the predominant approaches to the teaching of English to African-American students, i.e eradicationalism, laissez-faire, and bidialectalism. recommended that consideration be given to identifying the precise school of thought to which the English program for African-American students in the Knoxville City Secondary should be prescribed and take measures to align practice with that school of thought.