| Abstract: | Pupil classroom behavior was observed in 26 Black and 26 White 8–9th graders from 14 activity-centered science classes in 4 urban junior high schools. Classroom behaviors were observed for 10 6-min periods each over 3 mo. 19 behavior categories were coded and later combined to form categories labeled learning, attending, and nonattending. Interpersonal interactions were coded as cross- or within-race and on- or off-task. Entering California Achievement Test mathematics and reading scores (CAT-M and CAT-R, respectively) and final grades were obtained from school records. No significant race differences were found in in-class behavior, few hostile interactions were observed, there were more within- than cross-race interactions, and cross-race interactions were more apt to occur during learning than during nonattending. Reading and math scores were correlated with final grade for both groups. Learning behavior accounted for significant variance in final grade, after removing effects of CAT-M and CAT-R, for Black but not for White Ss. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
