Abstract
This action research study focused on how the implementation of classroom roles and responsibilities affected fifth grade African American male students' achievement within their learning environment. This study grew from a need to enhance the achievement of this group within the school, as based on previous standardized test data as well as classroom observations and fall discipline data. The assignment and facilitation of roles and responsibilities within the learning environment encouraged a common productive space and an ownership of the learning to shift and be shared among all members. The teacher and students identified areas of need, designed jobs, applied for positions, were chosen and worked in their role to better the classroom for all members. Most importantly, the change in participants' involvement in their learning because of fewer distractions, gaining ground in their learning and taking ownership of the environment and as a result, a stronger sense of community now exists within this classroom because the inclusion of roles and responsibilities made a difference.
Recommended Citation
Nicholson, Kristen Taylor
(2011)
"Take Charge: Assigning Class Roles and Responsibilities to African American Male Students to Raise Student Achievement,"
Teacher Education Journal of South Carolina: Vol. 4:
No.
1, Article 4.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol4/iss1/4