The influence of communal vs. individual learning context on the academic performance in social studies of grade 4?5 African-Americans

Author:

Boykin A. Wade,Lilja Amy J.,Tyler Kenneth M.

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Communication,Education

Reference29 articles.

1. Albury, A. (1991). Social orientations, learning conditions and learning outcomes among low-income Black and White grade school children. Unpublished doctoral dissertation, Howard University, Washington, DC.

2. Armstrong, K., Boehm, R., & Hunkins, F. (1998). Geography: The world and its people (1st ed.). New York: McGraw-Hill.

3. Bailey, C. T., & Boykin, A. W. (2001). The role of task variability and home contextual factors in the academic performance and task motivation of African American elementary school children. Journal of Negro Education, 70(1/2), 84?95.

4. Bell, S. R. (2001). Learning experiences within the home environment of African American children: An Afrographic analysis. Unpublished master?s thesis, Howard University, Washington, DC.

5. Boykin, A. W. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children (pp. 55?72). Hillsdale, NJ: Lawrence Erlbaum.

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