Raising Achievement of Multicultural Students

Paper Summary:

This study aims to investigate what critical factors are necessary for staff and faculty to adopt in the classroom to raise achievement among multicultural students. The study includes qualitative analysis of factors contributing to student achievement so that a grounded theory can be adopted with regard to what factors truly influence student success. A survey methodology is proposed to analyze what factors teachers and students feel contribute to achievement in and outside the classroom.

Table of Contents
Introduction
Significance of Study
Preliminary Literature Review
Methods

From the Paper:

"There is a large body of evidence, which suggests that cooperative learning is useful in encouraging student interaction in the classroom and impacting student achievement (Vaughan, 2002). The extent to which cooperative learning can aid multicultural students however has not been thoroughly investigated; in fact, cooperative learning is believed to be of most use in small settings of heterogeneous population groups (Vaughan, 2002). It is based on principles including group accountability, collaborative skills and group processing as well as positive interdependence (Vaughan, 2002). The extent to which these skills can be translated to multicultural populations has yet to be examined in greater detail (Banks, 2001)."

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