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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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ERIC Number: ED325592
Record Type: RIE
Publication Date: 1989
Pages: 53
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Learning To Persist-Persisting To Learn. Revised Edition.
Howard, Bessie C.
This guide to improving student persistence is the first part of a four-part series addressing the essential characteristics of effective instruction that have a positive impact on the academic achievement of Black and Hispanic students. Persistence is learned behavior, and lower-class students are more likely than middle-class students to observe adults who lack control of their environment and to view luck or chance as a more significant factor in success than effort or persistence. Research studies indicate that it is important to understand the relationship between persistence and the following variables: (1) achievement motivation; (2) locus of control; (3) learning styles; (4) culture, ethnicity, and social class; and (5) disruptive or delinquent behavior. The following instructional strategies support persistence: (1) opportunities for cooperation; (2) minority role models; (3) variable time options; (4) student input; (5) choices of content and process; (6) clear and challenging expectations; (7) self-assessment; (8) practice in setting goals; (9) emphasis on relevance; (10) variety of instructional modalities; (11) hands-on use of materials; and (12) awareness of cultural diversity. The following instructional systems have been used to help minority students persist: (1) cognitive instruction; (2) cooperative learning; (3) mastery learning; (4) contract learning; and (5) learning centers. Three charts illustrating learning stimuli, learning preferences, and cultural learning styles and four worksheets to diagnose and support persistent behavior are included. A list of teacher behaviors that communicate and support positive expectations and a 70-item bibliography are appended. (FMW)
Publication Type: Guides - General
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: American Univ., Washington, DC. Mid-Atlantic Equity Center.
Identifiers: N/A
Note: For related documents, see UD 027 739-740.