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Closing the Achievement Gap between African American Children and their Caucasians Counterparts Using Collaboration Learning Setting

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Title: Closing the Achievement Gap between African American Children and their Caucasians Counterparts Using Collaboration Learning Setting
Language: English
Authors: Mubenga, Pascal T.
Source: Online Submission. 2006.
Peer Reviewed: N
Page Count: 16
Publication Date: 2006
Document Type: Reports - Descriptive
Descriptors: Racial Differences, Cooperative Learning, Teaching Methods, Public Schools, African American Students, White Students, Academic Achievement, Student Diversity, Cognitive Style
Abstract: The underachievement of a large and growing scale of African American children is nothing short of national crisis, according to Haycock (2001) in her research on closing the achievement gap. Haycock indicates that by the year 2010, Black and Hispanics will compromise approximately fifty percent of the school population. This is an alarming situation and everyone should take it seriously since fifty percent of the future school population is not going to be performing as desired; it is really a national crisis. To close the achievement gap, a closer look at the historical perspective of African American students (where they come from and where they are going) is critical in finding the appropriate remedy. Certainly, diversity poses some negative influence on students' performance at school if the interdependence among students does not promote collaboration, trust, and mutual understanding. The curriculum could provide one of the solutions in public schools struggling to teach different ethnic groups. It is true that having multiple curricula in the same public schools is not feasible; however, the integration and differentiation of instructional delivery would be a step toward improvement. Taking into account the stereotypes of African American students, the appropriate learning delivery suitable to African American students would be collaborative learning.
Abstractor: Author
Number of References: 21
Entry Date: 2006
Accession Number: ED490762
Database: ERIC
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  Data: Closing the Achievement Gap between African American Children and their Caucasians Counterparts Using Collaboration Learning Setting
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  Data: Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink>
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  Data: The underachievement of a large and growing scale of African American children is nothing short of national crisis, according to Haycock (2001) in her research on closing the achievement gap. Haycock indicates that by the year 2010, Black and Hispanics will compromise approximately fifty percent of the school population. This is an alarming situation and everyone should take it seriously since fifty percent of the future school population is not going to be performing as desired; it is really a national crisis. To close the achievement gap, a closer look at the historical perspective of African American students (where they come from and where they are going) is critical in finding the appropriate remedy. Certainly, diversity poses some negative influence on students' performance at school if the interdependence among students does not promote collaboration, trust, and mutual understanding. The curriculum could provide one of the solutions in public schools struggling to teach different ethnic groups. It is true that having multiple curricula in the same public schools is not feasible; however, the integration and differentiation of instructional delivery would be a step toward improvement. Taking into account the stereotypes of African American students, the appropriate learning delivery suitable to African American students would be collaborative learning.
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      – Text: English
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    Subjects:
      – SubjectFull: Racial Differences
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Public Schools
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      – SubjectFull: African American Students
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      – SubjectFull: White Students
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Student Diversity
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      – SubjectFull: Cognitive Style
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