ERIC Number: ED404384
Record Type: RIE
Publication Date: 1996
High Achieving Classrooms for Minority Students: A Study of Three Teachers.
Clarke, Mark A.; And Others
This paper reports on the latest phase of a multiyear interdisciplinary research project aimed at describing the characteristics of highly successful classrooms for minority students. The first phase was a study of literacy instruction in 40 4th and 5th grade classrooms in Denver (Colorado) schools. This study provides a detailed explanation of the classrooms of three teachers identified in that study whose students consistently performed higher on measures of literacy than would have been predicted by pretests and background variables. Classes were observed and videotaped at the beginning of the school year and at intervals throughout the year. Interviews were conducted with the three teachers and selected students and parents. Achievement test scores, grades, and four measures of student achievement and attitude developed by the researchers were obtained. Analysis of these outcome measures confirmed the teachers' success and observation of the classrooms provided evidence of their success in motivating students. The study points to the importance of looking at classrooms as social microcosms. Each teacher stressed reading and writing, but teaching method and materials did not explain their success. Their philosophies were different, as were their instructional activities, but the success of each classroom lay in the construction of a coherent social environment anchored around values that gave a strong sense of meaning and purpose. Results reaffirm that teaching is a highly personal and human endeavor. (Contains 4 tables and 47 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Colorado Univ., Denver.