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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ296210
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Structuring Academic Conflicts between Majority and Minority Students: Hindrance or Help to Integration.
Johnson, David W.; And Others
Contemporary Educational Psychology, v9 n1 p61-73 Jan 1984
The effects of structured academic conflict, controversy, and debate were compared with individual study. Results indicated controversy promoted the most cross-ethnic verbal rehearsal and exchange of assigned material, concern that all students master assignments, active search for information, highest self-esteem, and accepting and supportive relationships among students. (Author/DWH)
Descriptors: Classroom Desegregation, Competition, Controversial Issues (Course Content), Cooperation, Debate, Desegregation Effects, Ethnic Relations, Grade 6, Intermediate Grades, Minority Group Children, Peer Relationship, School Desegregation, Self Concept
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A