Improving English language arts achievement among seventh- and eighth-grade socioeconomically disadvantaged African-American and Hispanic students in six suburban California middle schools.

摘要

Purpose. The purposes of this study were to identify and describe strategies language arts teachers in six suburban middle schools use with their socioeconomically disadvantaged African-American and Hispanic students to: (a) establish a positive student-teacher relationship; (b) facilitate a positive and accepting classroom culture; (c) provide individual coaching to improve these students' academic achievement; and (d) involve class peers to support their success.; Methodology. Socioeconomically disadvantaged students in all six sample schools demonstrated proficiency or growth on state standards tests in language arts for two consecutive years. African-American and Hispanic students in these schools demonstrated proficiency or growth for three consecutive years. All forty language arts teachers in this sample completed a survey; ten participated in face-to-face interviews. Descriptive statistics and qualitative methods were used to analyze these data.; Findings. Teachers developed positive interpersonal relationships with these students by using nonverbal signals, avoiding anger in discipline, offering frequent verbal praise, and communicating a personal interest in their success. Positive interpersonal relationships with class peers were achieved when teachers: (a) consistently solicited these students' participation in class; (b) engaged the class in activities to emphasize human equality; and (c) conducted activities for students to get to know one another. Students' achievement improved when teachers individualized instruction and used small groups of class peers frequently to facilitate learning and achievement among these students.; Conclusions. These students: (a) will engage in academic learning when their teacher demonstrates a personal commitment to their social and academic success; (b) gain confidence in classroom learning when teachers consistently use activities that break down their separation from class peers; and (c) close their achievement gaps when their teachers consistently provide extended time for individualized instruction and involve them in cooperative learning activities with their class peers.; Recommendations. Principals and teachers collaborate to: (a) plan frequent individual contact with these students; (b) learn and practice strategies that will help teachers facilitate positive interactions between these students and their class peers; (c) increase time for individualized instruction; and (d) become proficient in the use of small group and cooperative learning activities. Replicate this study with a larger sample of students and teachers in elementary, middle, and high schools.