TY - JOUR
T1 - Communal and Individual Learning Contexts as They Relate to Mathematics Achievement Under Simulated Classroom Conditions
AU - Coleman, Sean T.
AU - Bruce, Adrian Wayne
AU - White, Lamar Jamison
AU - Boykin, A. Wade
AU - Tyler, Kenneth
N1 - Publisher Copyright:
© 2016, © The Author(s) 2016.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2017/9/1
Y1 - 2017/9/1
N2 - The current study builds on previous communalism research by exploring the enduring facilitative effects of communal learning contexts on academic achievement for African American children over extended time and while calling on critical thinking skills. In addition, this study sought to explore the communalism construct in a more applied academic environment that approximated real classroom conditions. This study examined performance differences in fraction problem solving among 96 low-income African American students in Grades 3 to 6 participating in either a communal or individual learning context. Pretest to posttest gains showed that students randomly selected for the communal learning context significantly outperformed students who learned in the individualistic context. Additionally, communal learning students outperformed their individual counterparts during each weekly domain assessments. Several promising results obtained draws the communalism construct to a more applied culturally relevant pedagogical tool.
AB - The current study builds on previous communalism research by exploring the enduring facilitative effects of communal learning contexts on academic achievement for African American children over extended time and while calling on critical thinking skills. In addition, this study sought to explore the communalism construct in a more applied academic environment that approximated real classroom conditions. This study examined performance differences in fraction problem solving among 96 low-income African American students in Grades 3 to 6 participating in either a communal or individual learning context. Pretest to posttest gains showed that students randomly selected for the communal learning context significantly outperformed students who learned in the individualistic context. Additionally, communal learning students outperformed their individual counterparts during each weekly domain assessments. Several promising results obtained draws the communalism construct to a more applied culturally relevant pedagogical tool.
KW - African American
KW - communalism
KW - culture
KW - mathematics education
KW - pedagogy
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U2 - 10.1177/0095798416665966
DO - 10.1177/0095798416665966
M3 - Article
AN - SCOPUS:85027693251
SN - 0095-7984
VL - 43
SP - 543
EP - 564
JO - Journal of Black Psychology
JF - Journal of Black Psychology
IS - 6
ER -