Focuses on African American students’ perceptions of the types of treatment they receive from Caucasian teachers in the United States. Measurement of racial preference of teacher; Perception of the majority of the students; Preference of students for African American teachers over Caucasians; Rejection of the notion of being instructed by a specific race.
*TEACHER-student relationships AFRICAN American students *MIDDLE schools
NAICS/Industry Codes:
611110 Elementary and Secondary Schools
ISSN:
00220671
Abstract:
Investigates the treatment of African American students and Caucasian American students in the middle schools by Caucasian American female teachers in an integrated classroom. Multicultural awareness in schools; Biased treatment of African American students; Effects of teachers’ treatment and attitudes on their students.
*STUDENTS’ Attitudes *REWARD (Psychology) in children *PUNISHMENT *CROSS-cultural studies
ISSN:
00135976
Abstract:
Investigates the attitudes of African and Caucasian American students towards praises, rewards, and punishments. Comparison of attitudes between races and genders; Race and gender as factor in students’ attitudes about reward and punishment; Students’ attitudes modulated by cultural and biological factors.
*AFRICAN Americans *STUDENTS *ORAL interpretation of fiction *CAUCASIAN race
ISSN:
00941956
Abstract:
Examines whether African-American students prefer to read fictional material on their own race or about Caucasians. Results highlighted; Low ability to read referenced.
Reading Comprehension in Caucasian Middle School Students: Effects of the Race of Protagonists
Author(s):
Casteel, Clifton A., Vernon C. Haynes Middle School, Metairie, LA, US Rider, David P.
Source:
British Journal of Educational Psychology, Vol 64(1), Feb 1994. pp. 19-27
Publisher:
United Kingdom: British Psychological Society
ISSN:
0007-0998
Language:
English
Age Group:
School Age (6-12 yrs) (180) Adolescence (13-17 yrs) (200) Journal, Peer Reviewed Journal
Abstract:
Examined the effects of reading comprehension in Caucasian middle school students when presented with African American and Caucasian protagonists. 57 Caucasian 7th-grade high ability and low ability readers read fictional passages containing 9 African-American and 9 Caucasian protagonists. Following silent reading of each passage, the Ss responded to a 20-item multiple-choice test 2 ANOVA was conducted on the number of times designed to measure comprehension. A 2 test items answers correctly. Results demonstrated that all Ss answered significantly more test items correctly over passages about Caucasian characters than they did over passages about African-American characters. (PsycINFO Database Record (c) 2008 APA, all rights reserved).
Basal Sidenotes: Do They Effect the Comprehension of Poor Readers
Author(s):
Casteel, Clifton A.
Source:
Reading Improvement, v30 n2 p122-24 Sum 1993
ISSN:
0034-0510
Publication Type:
Reports – Research; Journal Articles
Availability:
Not available from ERIC
Descriptors:
Basal Reading, Grade 8, High Risk Students, Instructional Effectiveness, Junior High Schools, Reading Comprehension, Remedial Reading, Grade 8, Junior High Schools
Abstract:
Evaluates the effectiveness of “sidenotes” designed to improve reading comprehension and foster self-independence among poor-ability eighth-grade readers. Finds no significant effect associated with basal reading passages containing “sidenotes.” (RS).
Answer Changing on Multiple-Choice Test Items Among Eighth-Grade Readers
Author(s):
Casteel, Clifton A., Vernon C. Haynes Middle School, Metairie, LA, US
Source:
Journal of Experimental Education, Vol 59(4), Sum 1991. pp. 300-309
Publisher:
US: Heldref Publications
ISSN:
0022-0973
Language:
English
Abstract:
Examined the effect of answer changing on multiple-choice test performance on the Cornell Critical Thinking Test among 53 good and poor readers in the 8th grade. Although the gains of poor readers were higher than those of good readers, all Ss profited significantly from changing their answers on items. For all Ss, when a single response was changed, there was a 2:1 chance that the new response would raise rather than lower the final score. Gains from answer changing on test items were slightly higher for poor readers as a group than were those for good readers. However, the result was not significant. Results lend support to the notion that answer-changing response among young examinees should be encouraged if there is a reasonable doubt about their “1st Impression.” (PsycINFO Database Record.)
Effects of Chunked Text-Material on Reading Comprehension of High and Low Ability Readers
Author(s):
Casteel, Clifton A.
Source:
Reading Improvement, v27 n4 p269-75 Win 1990
ISSN:
0034-0510
Descriptors:
Junior High Schools, Reading Comprehension, Reading Instruction, Reading Processes, Reading Research, Reading Strategies, Text Structure, Junior High Schools
Identifiers:
Text Factors
Abstract:
Examines whether text-material presented in “chunks” or phrases significantly improves the reading comprehension of 50 eighth grade students composed of 2 reading ability groups. Finds that “chunking” sentences into meaningful units of thought aids low-ability readers more than high-ability readers. (MG).
Publication Type: Journal Articles; Reports Research Availability: Not available from ERIC.
This study compared the effects of chunking sentences on the retention and comprehension of two groups of learning disabled high school students, who received chunked reading via computer assisted instruction (CAI) or traditional methods. Both experimental groups performed better on the posttest than the control group, who received CAI without chunking. (11 references) (LRW).
Presents reading strategies and techniques that will bring about positive reading attitudes and instill confidence in reluctant readers. Argues that teachers who exhibit positive attitudes and expectations will see their students develop and grow. Provides several questions for a reading interest inventory. (RS).