ERIC Number: ED390029
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
The Effects of Instructional Interaction Guided by a Typology of Ethnic Identity Development: Phase One. Reading Research Report No. 44.
Tomlinson, Louise M.
This study collected baseline data on the nature of elementary and middle-grade students' reading engagement level, locus of control, and stage of ethnic identity development (based on J. A. Banks' typology of ethnic identity), and to determine the extent to which selected literature and the instructional interaction in these students' classrooms included content relevant to the curriculum goal of Banks' typology. Participants were 346 fourth- to eight-grade students in classrooms in 5 southeastern and northeastern states. Relationships between age, gender, and ethnic group and reading engagement level, locus of control, and stage of ethnic identity were examined. Literature used in these classrooms during reading, language arts, or social studies instruction was coded and classified according to the content characteristic of the ideology of each stage of ethnic identity. The content of interaction between teacher and students during audiotaped sessions of reading, language arts, or social studies instruction was also examined for relevance to the stages. Analyses of selected literature indicated a low percentage of content characteristic of the ideology of each stage of ethnic identity, and analyses of audiotapes of instructional sessions revealed a limited proportion of content and interaction relevant to the curriculum goals of Banks' typology. (Contains 6 notes, 6 tables of data, and 106 references.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.