Description
Due to various challenges within the public-school system, such as underfunding, lack of resources, and difficulty retaining and recruiting teachers of color, minority students have been found to be underperforming compared to their majority counterparts. Minority students deserve quality public education, which can only happen if the gap in equity and access is closed. In order to close this achievement gap between the majority and minority groups, it is critical to increase the learning gains of the minority students.
Digital Games for Minority Student Engagement: Emerging Research and Opportunities is an essential reference source that argues that digital games can potentially help to solve the problems of minority students’ insufficient academic preparation, and that a game-based learning environment can help to engage these students with the content and facilitate academic achievement. Featuring research on topics such as education policy, interactive learning, and student engagement, this book is ideally designed for educators, principals, policymakers, academicians, administrators, researchers, and students.
Author's/Editor's Biography
Rupanada Misra
Rupananda Misra, EdD, has a master's degree in Communications from Fort Hays State, and a doctoral degree in Education focusing on Communications, Media and Learning Technologies from Columbia University. He has also completed a National Library of Medicine (NIH) post-doctoral fellowship focusing on Health Informatics at Columbia University. He has held higher education teaching positions for over 20 years. He is well-versed on the use of media and technologies to enhance and complement the curriculum of K-12 academics and higher learning. He is especially interested in understanding the underlying mechanism in the design of e-learning applications from the perspective of representation and meaning-making as well as the experience of the learners in using the e-learning tools. Currently, he is a faculty in the User Experience program at Rutgers University.
Leo Eyombo
Leo Bachi Eyombo, OD, EdD, MBA, MSc, MS, MA, has a Doctoral degree in Health & Behavior Studies, a Master of Science, a Master of Art, from Columbia University and a Master of Science from Howard University. A Doctor of Optometry from Lyceum Northwestern University and a Master of Business Administration from Morgan State University. He has taught and been an executive in both the health and the education sectors. As a clinician and an educator, he have developed primary health care and educational programs both domestically and internationally. He served two years as a Chinese Exchange Professor at Jinhua Polytechnic Professional University in the department of business management and education and was a major developer of the Sino-American business curriculum. He is currently faculty at Howard University Health Human Performance, where he is the current chair of the departmental curriculum review committee.
Floyd Phillips
Floyd T. Phillips, EdD, has master’s degrees in clinical social work, organizational psychology and health and behavioral Studies; he also processes a doctorate degree in health and behavioral Studies. His doctoral research focus on Health Disparities. He has taught in the college of New Rochelle; he taught classes in social work, psychology and sociology. Dr. Phillips also taught graduate courses, as a guest lecturer, in Hunter College School of Social Work. His research interest includes health disparities, computer informatic and addiction. Dr. Phillips is currently the President and CEO of the New York Institute of Health and Behavior, Inc. (NYIHB).