NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
The Inequality of Educational Opportunity in the Southwest: An Observational Study of Ethnically Mixed Classrooms
Peer reviewed Peer reviewed
Jackson, Gregg; Cosca, Cecilia – American Educational Research Journal, 1974
A slightly modified Flanders interaction coding system was used to code teacher verbal behaviors with reference to the ethnicity of the student to whom each behavior was directed. A number of statistically significant, substantial and pedagogically important disparities in teacher behaviors were directed toward Mexican American and Anglo students.…
Descriptors: Anglo Americans, Classroom Observation Techniques, Codification, Comparative Analysis
Spontaneous Elaboration in Mexican-American and Anglo-American High School Seniors
Peer reviewed Peer reviewed
Kennedy, Stephen P.; Suzuki, Nancy S. – American Educational Research Journal, 1977
Noun-pair learning in twelfth graders was assessed as a function of ethnicity, I.Q., and instructional conditions. Learners instructed to generate sentences performed better than control group learners. The relationship between instructional conditions and I.Q. was significant, but ethnicity was not. Spontaneous elaboration is discussed as a…
Descriptors: Anglo Americans, Ethnic Groups, High Schools, Intelligence Differences
Fruits and Fallacies of Instructional Systems: Effects of an Instructional Systems Approach on the Concept Attainment of Anglo and Hispanic Students.
Peer reviewed Peer reviewed
Hannafin, Michael J. – American Educational Research Journal, 1983
Eighty-five sixth-grade students were randomly assigned to either a traditional instruction or a systems instructional group and were blocked according to sex and ethnicity. Following eight months of mathematics instruction, skill assessments found significant differences for adding and subtracting fractions subtests related to both instructional…
Descriptors: Anglo Americans, Conventional Instruction, Ethnicity, Hispanic American Students
Performance in the Interdependent Classroom: A Field Study
Peer reviewed Peer reviewed
Lucker, G. William; And Others – American Educational Research Journal, 1976
The performance of fifth and sixth grade Anglos and minorities were compared working in small interdependent learning groups or in traditional, teacher-focused classrooms. A covariance analysis indicated that Anglos perform equally well in both groups. Minorities performed significantly better in interdependent classes than in traditional classes.…
Descriptors: Academic Achievement, Anglo Americans, Classroom Research, Comparative Analysis
Nonverbal Differences in Communication Style between American Indian and Anglo Elementary Classrooms.
Peer reviewed Peer reviewed
Greenbaum, Paul E. – American Educational Research Journal, 1985
Nonverbal behaviors associated with classroom conversation in Choctaw Indian and white middle class public schools were videotaped with two cameras providing a view of the teacher and class and the listener-gaze of individual students. Results indicated cultural differences in nonverbal behavior were associated with classroom interaction.…
Descriptors: American Indians, Anglo Americans, Classroom Communication, Classroom Observation Techniques
Sociocultural and Educational Correlates of Success-Failure Attributions and Evaluation Anxiety in the School Setting for Black, Hispanic, and Anglo Children.
Peer reviewed Peer reviewed
Willig, Ann C.; And Others – American Educational Research Journal, 1983
Social, cultural, and personal factors in moderating achievement attributions and evaluation anxiety as they affect math performance were studied for 397 Anglo, Black, and Hispanic students. Motivation contributed to low academic achievement in all groups; causal attributions were more predictive for Blacks and Anglos, while anxiety scores were…
Descriptors: Academic Achievement, Achievement Tests, Anglo Americans, Attribution Theory