Asking the how questions: Quantifying group processes behaviors

Coded videotapes of students working together on a math-learning task to quantify the incidence of micro behaviors associated with process loss and process gain (I. D. Steiner, 1972). Factor analysis of 11 categories of coded behaviors revealed 3 factors that accounted for 67% of the explained variance.

Author(s): Hurley E.A. & Allen, B. A.
Publication: The Journal of General Psychology: Experimental, Physiological, and Comparative Psychology, 134(1),5-21.
Year: 2007

Areas of Study: , , ,

Cultural values in the home and school experiences of low-income African-American students

Students and their parents expressed significantly stronger preferences for communal and vervistic activities at home and at school than for individualistic and competitive activities. Perceived teacher classroom preferences, however, were significantly higher for individualistic and competitive activities.

Author(s): Tyler, K. M., Boykin, A.W., Miller, O. A. & Hurley, E. A.
Publication: Social Psychology of Education 9 (4), 363-380
Year: 2006

Areas of Study: , ,

Cultural expression and Black Students attitudes toward high achievers

Assessed Black childrens’ academic attitudes toward four high achieving students. Participants preferred those students who achieve via attitudes and behaviors congruent with African American cultural values. The children also predicted their parents and Black peers would prefer as they did. Suggests that such students may find themselves at odds with classroom demands geared toward learning in the mainstream cultural modes.

Author(s): Sankofa, B. M., Hurley, E. A., Allen, B. A. & Boykin, A.W.
Publication: Journal of Psychology: Interdisciplinary & Applied, Vol. 139(3), pp. 247-259
Year: 2005

Areas of Study: , ,

The impact of learning orientation on African American childrens attitudes toward high achieving peers

Ninety Black children completed a measure of attitudes to- ward students who achieve via mainstream or African American cultural values. Participants rejected the mainstream achievers and embraced the Afro-cultural achievers. Moreover, they expected their teachers to embrace the mainstream achievers and reject those who achieved through high-verve behavior.

Author(s): Marryshow, D., Hurley, E. A., Allen, B. A., Tyler, K. M. & Boykin, A.W.
Publication: The American Journal of Psychology. Vol. 118(4), pp. 603-618
Year: 2005

Areas of Study: , ,

Communal vs. individual learning of a math-estimation task: African American children and the culture of cooperative learning contexts

Compared the performance of African American 5th-grade students who studied a math-estimation task across learning contexts that differed in the degree to which they afforded the expression of communalism. Posttest performance was best for students who studied in the high communal-learning context. The findings support the contention that the cultural context of learning can be a critical mediator of children’s performance

Author(s): Hurley, E. A., Allen, B. A. & Boykin, A.W.
Publication: Journal of Psychology: Interdisciplinary & Applied, Vol. 139(6), pp. 513-527
Year: 2005

Areas of Study: , , , ,

Culture-based perceptions of academic achievement among low-income elementary students

Black and White students read scenarios depicting hypothetical classmates achieving success through the cultural themes of individualism, competition, communalism, or verve. African American students were significantly more accepting of communal and vervistic high-achieving peers than European American students. European American students endorsed individualistic and competitive high achievers significantly more than African American students.

Author(s): Boykin, A.W., Albury, A., Tyler, K. M., Hurley, E. A., Bailey, C. T. & Miller, O. A.
Publication: Cultural Diversity and Ethnic Minority Psychology, 11(4) pp. 339-350
Year: 2005

Areas of Study: , ,

Cooperative learning and achievement: Theory and research

Given the substantial body of research on cooperative learning and the widespread use of cooperative learning techniques, it might be assumed that there is little further research to be done. Yet this is not the case.

Author(s): Slavin, R.E., Hurley, E.A., & Chamberlain, A.M.
Publication: W.M. Reynolds & G.E. Miller (Eds.), Handbook of Psychology, Volume 7 (pp. 177-198). Hoboken, NJ: Wiley.
Year: 2003

Areas of Study: ,

Curiosity Corner: Enhancing preschoolers language ability through comprehensive reform

The expressive language abilities of children in the three year curiosity corner classes were significantly higher than those of children in control classes. Children in classes with higher quality ratings showed better performance on the higher expressive language subscale.

Author(s): Chambers, B. Chamberlain, A., Hurley, E. A. & Slavin, R. E.
Publication: DC: Office of Educational Research and Improvement (Ed).
Year: 2001

Areas of Study: ,

Cooperative learning in schools

The various perspectives should be seen as complementary, not contradictory. While cognitively oriented strategies may not explicitly focus on motivation, motivational strategies invariably include peer interaction and cognitive engagement among group mates.

Author(s): Slavin, R. E., Hurley, E. A., Chamberlain, A. M.
Publication: N.J. Smelser and Paul B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 2756-2761). Oxford, England: Pergamon.
Year: 2001

Areas of Study: ,

Effects of success for all on TAAS Reading: A Statewide Evaluation

The Texas statewide data reported here show that Success for All schools are significantly and substantially closing the gap in TAAS reading performance between themselves and the far less impoverished schools in the rest of the state.

Author(s): Hurley, E.A., Chamberlain, A.M., & Slavin, R.E.
Publication: Phi Delta Kappan, June Vol. 82 (10).
Year: 2000

Areas of Study: ,