In a literature review of motivation and engagement among Caucasian and African American students, it was found from multiple, experimental studies that African American students benefit from collaborative structures for interacting with text more than Caucasian students. Not only do African American students prefer collaborative to individual learning, but their text comprehension is enhanced relatively highly in collaborative learning activities that are well structured (Guthrie, Rueda, Gambrell, & Morrison, in press). Even sharing prior knowledge is motivating for students, when they are allowed to find common experiences with their peers, making them feel a sense of belonging within the classroom community.
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