Teacher Implemented Communal Learning in Math: Boosting Learning with African American Elementary Students

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  • Author(s): Coleman, Sean T. (ORCID Coleman, Sean T. (ORCID 0000-0001-5108-8397); Hurley, Eric A. (ORCID Hurley, Eric A. (ORCID 0000-0001-7446-5917); Boykin, A. Wade
  • Language:
    English
  • Source:
    Urban Education. Oct 2023 58(8):1572-1602.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      31
    • Education Level:
      Elementary Education
      Early Childhood Education
      Grade 3
      Primary Education
      Grade 4
      Intermediate Grades
    • Subject Terms:
      Cooperative Learning; African American Students; Elementary School Students; Instructional Effectiveness; Grade 3; Grade 4; Fractions; Culturally Relevant Education; Low Income Students; Public Schools; Elementary School Teachers; Effect Size
    • Accession Number:
      10.1177/0042085921998745
    • ISSN:
      0042-0859
      1552-8340
    • Abstract:
      The current study examined lasting learning effects of communal contexts for 124 African American third and fourth-grade students using a mathematics fractions unit with students' regularly assigned teachers. Teachers in two experimental conditions received training on implementing communally or individually structured fractions curricula, and a naturalistic control was included whose participants did not receive the intervention. Findings revealed that students in the communal condition outperformed those who learned individually, and students in both intervention conditions outperformed those in the naturalistic control group. Survey of communal home-socialization obtained a relationship with identifying fractions performance. Implications for facilitative effects of culturally informed learning environments and teacher training toward enhanced academic achievement are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1388328