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: , , , , , , , , , , ,

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: , , , ,