Literaturnachweis - Detailanzeige
| Autor/inn/en | Boykin, A. Wade; Lilja, Amy J.; Tyler, Kenneth M. |
|---|---|
| Titel | The Influence of Communal vs. Individual Learning Context on the Academic Performance in Social Studies of Grade 4-5 African-Americans |
| Quelle | In: Learning Environments Research, 7 (2004) 3, S.227-244 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1387-1579 |
| DOI | 10.1007/s10984-004-3294-7 |
| Schlagwörter | African American Children; Context Effect; Testing; Academic Achievement; Grade 4; Grade 5; Public Schools |
| Abstract | Empirical research utilizing the communal learning construct suggests that culturally-informed pedagogy enhances academic performance for African-American children. The present investigation examined the effect of culturally-informed learning contexts on recall performance in geography lessons. The sample consisted of 69 African-American Grade 4-5 public school students. Weeks 1 and 2 consisted of both learning and testing phases. Week 3 consisted only of a testing phase. Analyses of variance techniques revealed that, overall, subjects in the communal learning context performed significantly better on each of the two weekly quizzes and on the comprehensive examination than those in the individual learning context. Limitations of the findings and future research directions are discussed. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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