A Comparison of Achievement of Mexican and Mexican-American Children in the Areas of Reading and Mathematics When Taught Within a Cooperative and Competitive Goal Structure.

Autor/in	Sanchez, Juanita L.
Titel	A Comparison of Achievement of Mexican and Mexican-American Children in the Areas of Reading and Mathematics When Taught Within a Cooperative and Competitive Goal Structure.
Quelle	(1978), (260 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Bilingual Education; Bilingualism; Competition; Cooperation; Elementary Education; Elementary School Students; English; Ethnicity; Group Activities; Humanistic Education; Language Dominance; Mathematics; Mexican Americans; Mexicans; Objectives; Reading Achievement; Spanish Speaking; Student Characteristics; Teacher Attitudes; Teacher Characteristics; Teaching Styles + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Wettkampf; Co-operation; Kooperation; Elementarunterricht; English language; Englisch; Ethnizität; Gruppenaktivität; Humanistische Bildung; Sprachliche Dominanz; Mathematik; Hispanoamerikaner; Mexikaner; Goal definition; Zielsetzung; Leseleistung; Lehrerverhalten; Lehrstil; Unterrichtsstil
Abstract	Mexican and Mexican American students enrolled in 58 bilingual settings (grades K-6) were studied to determine whether there was a relationship between student achievement and specific ethnic and profile characteristics of students and teachers. Five student-related independent variables were based on language dominance. Teacher-related independent variables were cooperative response, teacher training, ethnicity, and grade level taught. A significant relationship existed between cooperative response and achievement of Mexican and Mexican-American students in the areas of reading and mathematics. Mexican and Mexican-American students responded negatively to a cooperative teacher in the lower grades (K-2) and positively in the upper grades (3-6). Students responded positively to the competitive teacher in the earlier grades and negatively to the competitive teacher in the upper grades. Influence, both positive and negative, was at the 5% level of significance. A bilingual setting with a bilingual Chicano teacher yielded positive results in reading and mathematics. Systematic differences in social motivations and learning styles existing between ethnic student populations also seemed to contribute at a significant level. (Author/CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC