An interaction of student ethno cultural background with reward structure in group learning

The current study seeks to address a gap in the literature concerning the interaction between variables associated with the configuration of group learning contexts and variables associated with students themselves.

Author(s): Hurley, E.A., Allen, B. A. & Boykin A. W.
Publication: Cognition & Instruction
Year: 2009

Areas of Study: , , , , , , , , , , ,

The Performance Gap: Stereotype Threat, Assessment & the Education of African American Children

We should realize that such models contribute most when they bring us closer to a critical mass of evidence that the issues behind the performance gap are not separable from the broader issue of inequity in the United States.

Author(s): Hurley, E.A.
Publication: Noel S. Anderson & Haroon Khareem (Eds.) Education as Freedom: African American educational thought and ideology (Critical essays). Rowan & Littlefield, Lexington Books, Lanham MD.
Year: 2009

Areas of Study: ,

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: , , ,

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: , , , ,

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: ,

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: ,

Effects of the curiosity corner program on preschoolers expressive language development and on classroom environment

Author(s): Hurley, E.A., Chamberlain, A.M., & Slavin, R.E.
Publication: MD: Johns Hopkins University Center for the Social Organization of the Schools.
Year: 2000

Areas of Study: ,