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ERIC Number: ED196989
Record Type: RIE
Publication Date: 1980-Sep
Pages: 37
Abstractor: N/A
A Multi-Ability Approach to the Integrated Classroom.
Cohen, Elizabeth G.
The Multi-Ability classroom signifies changes for desegregated classrooms in both task and evaluation structure, so as to prevent consistent dominance by high status students. In an exploratory study, the effects of a changed task structure were examined in fifth and sixth grade racially mixed classrooms. These classrooms received a small group curriculum featuring tasks that did not require reading, along with norms that would help teachers to encourage equal participation of all students. Teachers were instructed to make liberal use of small groups and tasks requiring many different intellectual abilities. The net effect of this task structure, as compared to more conventional task structures, was more active academic behavior of low status readers, who were mostly black, in ongoing class work and in mixed status discussion groups. Despite the increased participation of low status readers, however, reading status still appeared a powerful force in determining competence evaluations by teachers. This indicates that it may be easier to increase academic participation and, thus, learning outcomes than it is to avoid reinforcing racist expectations for incompetence of the low achieving minority student. (Author/GC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Center for Educational Research at Stanford.
Note: Paper presented at the Annual Meeting of the American Psychological Association (Montreal, Canada, September, 1980).