A Plan for Enhancing Student Achievement in an Eleventh Grade Large Classroom American History Course through a Multicultural Curriculum.

Autor/in	Calabrese, Elisa
Titel	A Plan for Enhancing Student Achievement in an Eleventh Grade Large Classroom American History Course through a Multicultural Curriculum.
Quelle	(1993), (74 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Hochschulschrift; Praktikumsbericht; Academic Achievement; Class Size; Curriculum Enrichment; Grade 11; High Schools; History Instruction; Instructional Effectiveness; Learning Activities; Multicultural Education; Oral History; Social Studies; Student Motivation; Teaching Methods; United States History + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Schulleistung; Klassengröße; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; School year 11; 11. Schuljahr; Schuljahr 11; High school; Oberschule; History lessons; Geschichtsunterricht; Unterrichtserfolg; Lernaktivität; Multikulturelle Erziehung; Oral tradition; Mündliche Überlieferung; Gemeinschaftskunde; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This practicum was designed to increase student achievement and to motivate 11th grade U.S. history students to consistently complete homework assignments, to actively participate in classroom discussions, and to perform with a passing grade of "C" or above on all examinations. This paper describes the development of a multicultural curriculum and its implementation in a large classroom U.S. history course. The curriculum was developed for a class of 200 students from a student body with an ethnic composition of 56 percent Hispanic, 31 percent black, 13 percent white, and one percent Asian American/Indian. The textbook that had been in use gave inadequate attention to minority groups and women, so that these students did not feel they were an integral part of the U.S. history experience. The curriculum was designed to encourage active student involvement in their course work. It emphasized the use of guest speakers; hands on discovery learning projects designed to enhance knowledge of the diverse cultural heritage of students in the United States; and group projects and oral history projects designed to expand each student's sense of the relevance of U.S. history to today's world. Results indicated that, as a result of implementation, students were significantly more involved in and enthusiastic about U.S. history than in previous classes. Students achieved higher levels of performance than in prior classes. The appendices include specific performance standards of U.S. history; and a competency based curriculum for U.S. history. Contains 17 references. (DK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01