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ERIC Number: ED401012
Record Type: Non-Journal
Publication Date: 1996
Pages: 89
Abstractor: N/A
Reference Count: N/A
Using Effective Teaching Strategies To Improve the Academic Performance of Culturally Diverse Students in a Public Elementary School.
Chapman, Shirley M.
This report describes a practicum project designed to help first- through fourth-grade teachers acquire the knowledge, skills, attitudes, and strategies necessary to work effectively with a diverse student population; improve the social and academic performance of culturally diverse students; and increase parent involvement at school. The intervention entailed: (1) a series of 10 teacher workshops targeting classroom management and teaching strategies, personal biases, understanding of cultural differences, expectations, parent involvement, computers, and cross age tutoring; (2) teacher meetings to discuss program concerns; (3) incentives to keep teachers involved; (4) parent workshops to create academic games for use at home; and (5) a student academic celebration held quarterly for scholastic effort, perfect attendance, improved behavior, and citizenship. Evaluation results indicated that after the intervention, student time-on-task was evident in 80 percent of the observations, referrals to the office due to misbehavior declined, improvement in academic performance was evident in weekly reports and quarterly report cards, social improvement was evident on quarterly report cards, fewer students were recommended for retention or remedial placement than the previous year, and 13 of the 15 teachers were successful in implementing the classroom management strategies, teaching culturally diverse students, and involving parents in their classrooms. (Eight appendices include forms for recording classroom observations, office referrals, and report card results; and workshop questionnaires. Contains 66 references.) (KDFB)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A