Producing Equal-Status Interaction in the Heterogeneous Classroom

Two interventions derived from expectation states theory that were intended to counteract stratification in classrooms through academically heterogeneous small groups were tested in 13 elementary school classrooms. Supported the hypotheses that use of status treatments would be associated with highe...

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Bibliographic Details
Published inAmerican educational research journal Vol. 32; no. 1; p. 99
Main Authors Cohen, Elizabeth G, Lotan, Rachel A
Format Journal Article
LanguageEnglish
Published 01.04.1995
Subjects
Disadvantaged Youth
Elementary Education
Elementary School Students
Equal Education
Expectation States Theory
Heterogeneous Grouping
Interaction
Participation
Small Group Instruction
Status
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Summary:Two interventions derived from expectation states theory that were intended to counteract stratification in classrooms through academically heterogeneous small groups were tested in 13 elementary school classrooms. Supported the hypotheses that use of status treatments would be associated with higher rates of participation of low-status students. (SLD)
ISSN:0002-8312
DOI:10.3102/00028312032001099