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Original Articles

Contexts of Learning for Minority Students

Pages 243-253 | Published online: 30 Jan 2008

References

  • Lee Owens and Jennifer Barnes , “The Relationship between Cooperative, Competitive, and Individualized Learning Preference and Students' Perceptions of Classroom Learning Atmosphere,” American Educational Research Journal 19 ( No. 2 , 1982 ): 182 – 200 Paul E. McGhee and Virginia C. Crandall, “Belief in Internal-External Control of Reinforcement and Academic Performance,” Child Development 39 (March, 1968): 91–102; James A. Vasquez, Locus of Control, Social Class, and Learning (Los Angeles: National Dissemination and Assessment Center, 1978).
  • Carol S. Weinstein , “The Physical Environment of the School: A Review of the Research,” Review of Educational Research 49 ( No. 4 , 1979 ): 577 – 610
  • Robert S. Feldman and Andrew J. Theiss , “The Teacher and Student as Pygmalions: Joint Effects of Teacher and Student Expectations,” Journal of Educational Psychology 74 ( No. 2 , 1982 ): 217 – 223
  • Ralph Epstein and S. S. Komorita , 'Self-esteem, Success-failure, and Locus of Control in Negro Children,” Developmental Psychology 4 ( No. 1 , 1971 ): 2 – 8 Quoted from p. 7.
  • Stewart C. Purkey and Marshall S. Smith , “Too Soon to Cheer? Synthesis of Research on Effective Schools,” Educational Leadership 40 ( No. 3 , 1982 ): 64 – 69
  • Feldman and Theiss , “ The Teacher and Student ”; Wilbur Brookover, Creating Effective Schools: An In-Service Program for Enhancing School Learning Climate and Achievement (Holmes Beach, Florida: Learning Publications, 1982).
  • Feldman and Theiss , “ The Teacher and Student.
  • Manuel Ramirez , III , and Alfredo Castaneda , Cultural Democracy, Bicognitive Development, and Education ( New York : Academic Press , 1974 ).
  • Ray Rist , “Student Social Class and Teacher Expectation: The Self-fulfilling Prophecy in Ghetto Education,” Harvard Educational Review 40 ( No. 3 , 1970 ): 411 – 451
  • Debra K. DeMeis and Ralph R. Turner , “Effects on Students' Race, Physical Attractiveness, and Dialect on Teachers' Evaluations,” Contemporary Educational Psychology 3 ( January , 1978 ): 77 – 86
  • Alan C. Kerckhoff , as cited in Helen A. Moore , “ Hispanic Women: Schooling for Conformity in Public Education ,” Hispanic Journal of Behavioral Sciences 4 ( No. 1 , 1983 ): 45 – 63
  • Beverly Lewis , “Time and Space in Schools,” in Children in Time and Space , ed. Kaoru Yamamoto ( New York : Teachers College Press , 1979 ), pp. 128 – 169
  • Ibid.
  • Moore , “Hispanic Women,” Hispanic Journal of Behavioral Sciences 5 ( No. 1 , 1983 ): 45 – 63 Sergio Martinez, Joe L. Martinez, Jr., amd Esteban L. Olmedo, “Comparative Study of Chicano and Anglo Values Using the Semantic Differential Technique,” Atisbos: Journal of Chicano Research (Summer 1975): 93–98.
  • David W. Johnson , Roger T. Johnson , and Geoffrey Maruyama , “Interdependence and Interpersonal Attraction among Heterogeneous and Homogeneous Individuals: A Theoretical Formulation and a Meta-analysis of Research,” Review of Educational Research 53 ( No. 1 , 1983 ): 5 – 54
  • E.g., Spencer Kagan and Miller Madsen , “Cooperation and Competition of Mexican, Mexican-American, and Anglo American Children of Two Ages under Four Instructional Sets,” Developmental Psychology 5 ( No. 1 , 1971 ): 32 – 39 Ernest Hilgard, Theories of Learning (New York: Appleton-Century-Crofts, 1956).
  • Johnson et al., “ Interdependence and Interpersonal Attraction.
  • James A. Vasquez , “Motivation and Chicano Students,” Bilingual Resources 2 ( No. 2 , 1979 ): 2 – 5
  • Owens and Barnes , “ The Relationship between Learning Preference.
  • Julian B. Rotter , “ Generalized Expectancies for Internal and External Control of Reinforcement ,” Psychological Monograph 80 ( No. 1, Whole No. 609 , 1966 ); Richard de Charms, Personal Causation (New York: Academic Press, 1968); Herbert M. Lefcourt, Locus of Control (Hillsdale, N.J.: Lawrence Erlbaum, 1976); Vasquez, Locus of Control.
  • James S. Coleman , Ernest Q. Campbell , Carol J. Hobson , J. McPartland , Alexander M. Mood , Frederick D. Weinfeld , and Robert L. York , Equality of Educational Opportunity ( Washington , D.C. : U. S. Government Printing Office , 1966 ); Roger T. Johnson, David W. Johnson, and B. Bryant, “Cooperation and Competition in the Classroom,” in Readings in Educational Psychology: Contemporary Perspectives, eds. Robert A. Dentler and Bernard J. Shapiro (New York: Harper & Row, 1976–77) pp. 287–290.
  • Vasquez , Locus of Control.
  • Herbert H. Lefcourt , “Internal Versus External Control of Reinforcement: A Review,” Psychological Bulletin 65 ( No. 4 , 1966 ): 206 – 220 Esther S. Battle and Julian B. Rotter, “Children's Feelings of Personal Control as Related to Social Class and Ethnic Group,” Journal of Personality 31 (December 1961): 482–490.
  • Vasquez , Locus of Control.
  • Daniel Bar-Tal , “Attributional Analysis of Achievement-Related Behavior,” Review of Educational Research 48 ( No. 2 , 1978 ): 259 – 271
  • Jerome Bruner , as cited in Elizabeth Hall, “Schooling Children in a Nasty Climate,” Psychology Today 16 ( January 1982 ): 57 – 63
  • Michael Rutter , Barbara Maughan , Peter Morimore , Janet Ouston , with Alan Smith , Fifteen Thousand Hours ( Cambridge , Massachusetts : Harvard University Press , 1982 ).
  • Judith Kleinfeld , “Effective Teachers of Eskimo and Indian Students,” School Review 83 ( February 1975 ): 301 – 344
  • Ibid.
  • Bruner in Hall , “ Schooling Children ,” p. 58 .
  • Ramirez and Castaneda , Cultural Democracy.
  • John C. Glidewell , Mildred B. Kantor , Louis M. Smith , and Lorene A. Stringer , as cited in Nancy A. Busch-Rossnagel and Annette K. Vance , “ The Impact of the Schools on Social and Emotional Development ,” in Handbook of Developmental Psychology , ed. Benjamin B. Wolman and George Strieker, ( Englewood Cliffs , N.J. : Prentice-Hall , 1982 , pp. 452 – 466 rpar;, pp. 52 – 53
  • Martin Maehr , “Culture and Achievement Motivation,” American Psychologist 29 ( December 1974 ): 887 – 895
  • Mavis Hetherington , as cited in Nancy Busch-Rossnagel and Annette K. Vance , “ The Impact of the Schools on Social and Emotional Development ,” in Handbook of Developmental Psychology , ed. Benjamin B. Wolman and George Strieker ( Englewood Cliffs , N.J. : Prentice-Hall , 1982 , pp. 452 – 466 rpar;, pp. 84 – 85
  • Nancy Busch-Rossnagel and Annette K. Vance , “The Impact of the Schools on Social and Emotional Development,” in Handbook of Developmental Psychology , ed. Benjamin B. Wolman and George Strieker ( Englewood Cliffs , N.J. : Prentice-Hall , 1982 ), pp. 452 – 466
  • Edward L. Deci , “The Well-tempered Classroom,” Psychology Today 19 ( March 1985 ): 52 – 53
  • Katherine Spangler , “ Cognitive Styles and the Mexican-American Child. ” (Anchorage: University of Alaska, 1982 : unpublished paper; ERIC Document No. ED 221 285, PS 015 155); Herman Witkin, R. B. Dyk, H. F. Faterson, D. R. Goodenough, and S. A. Karp, Psychological Differentiation (New York: John Wiley & Sons, 1962).
  • Ramirez and Castaneda , Cultural Democracy.

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