Teacher Implemented Communal Learning in Math: Boosting Learning with African American Elementary Students

Autor/inn/en	Coleman, Sean T.; Hurley, Eric A.; Boykin, A. Wade
Titel	Teacher Implemented Communal Learning in Math: Boosting Learning with African American Elementary Students
Quelle	In: Urban Education, 58 (2023) 8, S.1572-1602 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coleman, Sean T.) ORCID (Hurley, Eric A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085921998745
Schlagwörter	Cooperative Learning; African American Students; Elementary School Students; Instructional Effectiveness; Grade 3; Grade 4; Fractions; Culturally Relevant Education; Low Income Students; Public Schools; Elementary School Teachers; Effect Size + Suchen Sie Ihr Suchwort? Kooperatives Lernen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Unterrichtserfolg; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Bruchrechnung; Public school; Öffentliche Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The current study examined lasting learning effects of communal contexts for 124 African American third and fourth-grade students using a mathematics fractions unit with students' regularly assigned teachers. Teachers in two experimental conditions received training on implementing communally or individually structured fractions curricula, and a naturalistic control was included whose participants did not receive the intervention. Findings revealed that students in the communal condition outperformed those who learned individually, and students in both intervention conditions outperformed those in the naturalistic control group. Survey of communal home-socialization obtained a relationship with identifying fractions performance. Implications for facilitative effects of culturally informed learning environments and teacher training toward enhanced academic achievement are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01