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ERIC Number: ED358432
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
Multicultural Reading and Thinking Program (McRAT).
Hoskyn, Janita; And Others
Two studies examined the effectiveness of the Multicultural Reading and Thinking Program (McRAT), in which teachers infuse higher-order thinking strategies and performance-based assessment into classroom instruction. Four broad categories of thinking skills are included: analysis, comparison, inference/interpretation, and evaluation. In the first study, 234 McRAT students (grades 4-6) in 16 classrooms and 106 comparison students in 12 classrooms in 6 Arkansas schools were administered pre- and post-writing assessments. The second study, a follow-up of the first study, involved 53 second-year McRAT students who were in the first study and 53 first-year McRAT students enrolled in 20 McRAT classrooms. Assessments similar to those of the first study were used. Results of the first study indicated that: (1) McRAT students significantly exceeded comparison classes on all four thinking skills on the posttests; (2) far more comparison students were "off-task" than McRAT students on posttest measures; and (3) no statistically significant differences were found for boys and girls, white and minority students, and grades 4, 5, and 6. Results of the second study indicated that the differences between the posttest means were less dramatic than in the first study; however, the second-year McRAT students did display a slight advantage over their first-year counterparts. Findings of both studies suggest that McRAT students demonstrate significant increases in higher order thinking, and that these effects are independent of gender, prior achievement level or ethnic background. (Four tables of data are included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas