ERIC Number: ED211501
Record Type: RIE
Publication Date: 1980-Jun
Teacher Application Pamphlet: Designing Change for the Classroom. Final Report. Status Equalization Project: Changing Expectations in the Integrated Classroom.
Cohen, Elizabeth G.
This report is based on the results of a field experiment in three racially integrated elementary schools. The study reports that groupwork is an effective strategy to produce equal status behavior among racial groups of different socioeconomic background and different levels of academic skills. It also reports that small groups are of critical importance to special classroom settings such as the desegregated classroom. The study includes: (1) theoretical rationale for using small groups to create more successful learning experiences for students with low expectations for academic competence; (2) directions on how to train children in small group behavior and specific activities to be used during training; (3) data on adaptation of one's regular curriculum to the small group mode; and (4) evaluation data. A list of references is appended. (Author/JD)
Descriptors: Bias, Classroom Environment, Curriculum Design, Elementary Education, Expectation, Group Activities, Group Dynamics, Grouping (Instructional Purposes), Minority Group Children, Program Evaluation, School Desegregation, Small Group Instruction, Socioeconomic Status, Status Need, Student Behavior, Teaching Methods
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Stanford Univ., CA. Center for Educational Research at Stanford.