Using a Cooperative Learning Model to Improve Cultural Attitudes and Increase Cultural Literacy.

Mingleton, Helen V.

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Record Details - ED366521

Title: Using a Cooperative Learning Model to Improve Cultural Attitudes and Increase Cultural Literacy.

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Title:	Using a Cooperative Learning Model to Improve Cultural Attitudes and Increase Cultural Literacy.
Authors:	Mingleton, Helen V.
Descriptors:	Blacks; Cooperative Learning; Cultural Awareness; Elementary School Students; Grade 4; Hispanic Americans; Intermediate Grades; Multicultural Education; Racial Relations; Social Studies; Student Attitudes
Source:	N/A
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Publisher:	N/A
Publication Date:	1993-07-00
Pages:	84
Pub Types:	Dissertations/Theses - Masters Theses; Tests/Questionnaires
Abstract:	This document describes a program that was developed and implemented to expand the cultural awareness of fourth grade students. The report describes a multicultural education curriculum that focused on African American and Hispanic history, literature, inventions, ethnographies, and biographies. Research based cooperative learning strategies were combined with multicultural instruction. The students were grouped in a heterogeneous, multiculturally composed, cooperative learning model to facilitate the transformation. This project included a detailed fourth grade curriculum outline for cooperative group research, writing, and art projects relating to black and Hispanic cultures. During the project students developed an appreciation for the power of positive interdependence. Levels of success were measured by pre and post tests: (1) Cultural Awareness Assessment (CAA); (2) modified Racial Tension Scale (RTS); and (3) a Cultural Interaction Sociogram (CIS). Comparisons of the pre and post tests from the three instruments showed positive results. The CAA showed 50 percent to 70 percent increase in cultural literacy. The RTS exceeded the goal of 25 percent decrease in racial tension. The CIS demonstrated more than a 10 percent decrease in negative interaction in the cooperative groups. Appendices include pre and post CAA and RTS, CIS, CCA, and RTS test data comparative results, a parent letter, an inventions game, classroom rules, and happiness helpers doll patterns. (Author/DK)
Abstractor:	N/A
Reference Count:	N/A

Note:	Master of Science Thesis, Nova University.
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	Teachers; Practitioners
Languages:	English
Education Level:	Grade 4; Intermediate Grades

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