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Robert E Slavin - One of the best experts on this subject based on the ideXlab platform.
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Cooperative Learning and achievement theory and research
Handbook of Psychology Second Edition, 2012Co-Authors: Robert E SlavinAbstract:Cooperative Learning has been extensively researched and extensively applied in schools throughout the world, in all subjects and grade levels. Under certain well-defined conditions, where small groups of students work together to help one another learn academic content and are evaluated based on the individual Learning of all members, Cooperative Learning has increased student achievement. This chapter explores the evidence bases for four theoretical perspectives on the effects of Cooperative Learning. These are theories emphasizing motivational effects of Cooperative Learning, which emphasize group goals and individual accountability; social cohesion theories, which emphasize supportive relationships among group members; cognitive theories, which emphasize Learning by teaching and opportunities for elaboration; and developmental theories, which emphasize cognitive conflict. Although evidence most strongly supports the motivational perspective, the chapter proposes an integration of the four theories. Keywords: Cooperative Learning; cooperation; academic achievement; motivation; Piaget; Vygotksy; group activities
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Cooperative Learning and achievement theory and research
Handbook of Psychology, 2003Co-Authors: Robert E Slavin, Eric A Hurley, Anne ChamberlainAbstract:Slavin, Hurley, and Chamberlain present a historical review of Cooperative Learning. Four theoretical perspectives on Cooperative Learning and achievement are presented: Motivational, Social Cohesion, Cognitive Developmental, and Cognitive Elaboration Perspectives. In subsequent sections, critical philosophical differences are presented, particularly about where to locate motivation for Learning behaviors, how to structure interactions among students, and how incentive and task structures impact forms of Cooperative Learning. In the final section, prospective areas for research are presented, and include a unified theoretical model that can guide future research efforts, inform educational practice, and foster the design of effective professional training and development. Keywords: Cooperative groups; Cooperative Learning; individual goals; student achievement
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improving intergroup relations lessons learned from Cooperative Learning programs
Journal of Social Issues, 1999Co-Authors: Robert E Slavin, Robert CooperAbstract:This article discusses the need for Cooperative Learning groups in integrated schools in order to promote more cross-race relationships than might otherwise be the case. We review research on 8 Cooperative Learning procedures. Evidence for the effectiveness of these programs in facilitating cross-race peer interaction is presented.
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research on Cooperative Learning and achievement what we know what we need to know
Contemporary Educational Psychology, 1996Co-Authors: Robert E SlavinAbstract:Research on Cooperative Learning is one of the greatest success stories in the history of educational research. While there was some research on this topic from the early days of this century, the amount and quality of that research greatly accelerated in the early 1970's, and continues unabated today, a quarter-century later. Hundreds of studies have compared Cooperative Learning to various control methods on a broad range of measures, but by far the most frequent objective of this research is to determine the effects of Cooperative Learning on student achievement. Studies of the achievement effects of Cooperative Learning have taken place in every major subject, at all grade levels, in all types of schools in many countries. Both field studies and laboratory studies have produced a great deal of knowledge about the effects of many types of Cooperative interventions and about the mechanisms responsible for these effects. Further, Cooperative Learning is not only a subject of research and theory; it is used at some level by millions of teachers. A recent national survey (Puma, Jones, Rock, & Fernandez, 1993) found that 79% of elementary teachers and 62% of middle school teachers reported making some sustained use of Cooperative Learning.
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Cooperative Learning theory research and practice
1994Co-Authors: Robert E SlavinAbstract:Preface. I. Cooperative Learning THEORY. 1. An Introduction to Cooperative Learning. 2. Cooperative Learning and Student Achievement. 3. Cooperative Learning and Outcomes Other Than Achievement. II. PRACTICAL GUIDES TO Cooperative Learning METHODS. 4. STAD and TGT. 5. TAI and CIRC. 6. Task Specialization Methods. 7. Other Cooperative Learning Methods and Resources. References. Appendixes. Index.
Ben Dyson - One of the best experts on this subject based on the ideXlab platform.
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a didactic analysis of content development during Cooperative Learning in primary physical education
European Physical Education Review, 2017Co-Authors: Tristan Wallhead, Ben DysonAbstract:The purpose of this study was to use the Joint Action Studies in Didactics (JASD) to understand how teachers’ and students’ interactions co-construct knowledge during Cooperative Learning (CL). The...
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the co construction of Cooperative Learning in physical education with elementary classroom teachers
Journal of Teaching in Physical Education, 2016Co-Authors: Ben Dyson, Rachel Colby, Mark BarrattAbstract:The purpose of this study was to investigate generalist classroom elementary teachers’ implementation of the Cooperative Learning (CL) pedagogical model into their physical education classes. The study used multiple sources of data drawing on qualitative data collection and data analysis research traditions (Miles, Huberman, & Saldana, 2014). Data were gathered from teacher post-lesson reflections, researcher journals, field notes, emails, and documents (such as lesson plans, school physical education programs, meeting transcripts), and on-going interviews with 12 teachers from four schools. The research team drew four categories from the data: Teachers’ lack of physical education preparation, Social skills needed for Cooperative Learning, Teachers’ understanding of Cooperative Learning, and Changing pedagogy to a student focus. An important feature in this study was the on-going, embedded support teachers received from a critical friend and their collaboration in the school’s CL Professional Learning Gro...
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Cooperative Learning in physical education and physical activity a practical introduction
2016Co-Authors: Ben Dyson, Ashley CaseyAbstract:Part One: Background and Research on Cooperative Learning 1. Key Aspects of Cooperative Learning as a Pedagogical Practice 2. Researched Benefits of Cooperative Learning as a Pedagogical Practice 3. Cooperative Learning Structures in Physical Education and Physical Activity Settings 4. The Role of the Teacher or Coach Creating a Positive Cooperative Learning Environment Part Two: Physical Education at the Elementary Level 5. How to Implement Cooperative Learning in Physical Education at the Elementary Level 6. Reciprocal Teaching and Peer Teaching Strategies 7. How Cooperative Learning is Related to the Different Contexts for Learning: Working with persons with disabilities at the elementary level Part Three: Physical Education at Middle and High School Level and in the Community 8. How to Implement Cooperative Learning in Physical Education at Middle and High School Level 9. The Jigsaw Classrooms: Putting the pieces of Cooperative Learning together 10. Learning Teams, Team Game Tournaments and other Classroom Structures: Promoting cooperation 11. How Cooperative Learning is Related to the Different Contexts for Learning: Working with persons with disabilities at the middle and secondary level 12. Cooperative Learning and Community Coaching: A holistic notion of competition Part Four: Challenges for the Implementation of Cooperative Learning in Physical Education and Physical Activity Settings 13. How to Assess in Cooperative Learning in Physical Education and Physical Activity Settings 14. Beyond the Book: A guide to developing and maintaining a Cooperative Learning pedagogy in physical education and physical activity settings.
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Cooperative Learning in physical education a research based approach
2012Co-Authors: Ben Dyson, Ashley CaseyAbstract:Introduction - Cooperative Learning As A Pedagogical Model In Physical Education - Ben Dyson and Ashley Casey Part 1 - Context Of Learning Chapter 1. Implementing The Cooperative Learning Model In Physical Education: The Experience Of New Zealand Teachers - Ben Dyson, Alan Ovens, and Wayne Smith Chapter 2. Teacher Action In The Cooperative Learning Model In The Physical Education Classroom - Ingrid Bahr and Jonas Wibowo Chapter 3. Innovative Practice Through The Use Of Self-Made Materials: The Cooperative Learning Model In Spain - Javier Fernandez-Rio and Antonio Mendez-Gimenez Part 2 - Cooperative Learning In The Curriculum Chapter 4. Putting Into Practice Cooperative Learning And Physical Activity With Primary Students - Carlos Velazquez-Callado Chapter 5. Cooperative Learning Through The Eyes Of A Teacher-Researcher and His Students - Ashley Casey Chapter 6. Using Cooperative Learning Model In Physical Education Teacher Education: From Theory To Practice - Sima Zach And Rona Cohen Part 3 - Key Aspects Of Cooperative Learning Chapter 7. Borrowing Strategies From Adventure-Based Learning To Enhance Group Processing In Cooperative Learning - Sue Sutherland Chapter 8. The Cooperative Learning Model As An Inclusive Pedagogical Practice In Physical Education - Michelle Grenier and Pat Yeaton Chapter 9. Cooperative Learning And Tutoring In Sports And Physical Activities - Lucile Lafont Chapter 10. Cooperative Learning And Interactions In Inclusive Secondary School Physical Education Classes In Australia - Wendy Dowler Conclusion- Cooperative Learning In Physical Education - Ashley Casey and Ben Dyson
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the ecology of Cooperative Learning in elementary physical education classes
Journal of Teaching in Physical Education, 2010Co-Authors: Ben Dyson, Nicole Rhodes Linehan, Peter A HastieAbstract:The purpose of this study was to describe and interpret the instructional ecology of Cooperative Learning in elementary physical education classes. Data collection included a modified version of the task structure system (Siedentop, 1994), interviews, field notes, and a teacher’s journal. T-tests of the quantitative data revealed that instruction time, management time, transitions, and wait time decreased significantly during the units and refining, extending, and applying tasks increased significantly. Cognitive/social tasks were observed consistently in every lesson and contributed to student Learning. Inductive analysis and constant comparison were used to analyze the qualitative data (Patton, 1990). The researchers identified four main categories from this data: organization and management of students, roles, skill development, and strategizing. To promote individual accountability the teacher used task sheets, assigned Cooperative Learning roles, kept group sizes small, randomly chose students to dem...
Roger T. Johnson - One of the best experts on this subject based on the ideXlab platform.
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an educational psychology success story social interdependence theory and Cooperative Learning
Educational Researcher, 2009Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:The widespread and increasing use of Cooperative Learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which Cooperative Learning is built. More than 1,200 research studies have been conducted in the past 11 decades on Cooperative, competitive, and individualistic efforts. Findings from these studies have validated, modified, refined, and extended the theory. From the theory, procedures for the teacher’s role in using formal and informal Cooperative Learning and Cooperative base groups have been operationalized. Those procedures are widely used by educators throughout the world. The applications have resulted in revisions of the theory and the generation of new research.
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Cooperative Learning and peer acceptance of students with Learning disabilities
Journal of Social Psychology, 1996Co-Authors: Joanne W Putnam, David W. Johnson, Kathryn Markovchick, Roger T. JohnsonAbstract:Abstract The effects of Cooperative Learning on 417 regular-education students' acceptance of 41 of their special-education classmates were examined in an 8-month study. The participants were in Grades 5–8 in 21 classes in 2 U.S. schools. The 3 conditions were Cooperative Learning and competitive Learning, taught by the same teachers, and competitive Learning, taught by a random sample of teachers. In October and in May, the regular-education students rated each classmate's desirability as a work partner. The students' peer ratings were generally very stable, for both their regular-education classmates and their special-education classmates. Positive changes in peer ratings for both types of classmates occurred more frequently in the Cooperative-Learning condition than in the competitive-Learning conditions.
David W. Johnson - One of the best experts on this subject based on the ideXlab platform.
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an educational psychology success story social interdependence theory and Cooperative Learning
Educational Researcher, 2009Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:The widespread and increasing use of Cooperative Learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which Cooperative Learning is built. More than 1,200 research studies have been conducted in the past 11 decades on Cooperative, competitive, and individualistic efforts. Findings from these studies have validated, modified, refined, and extended the theory. From the theory, procedures for the teacher’s role in using formal and informal Cooperative Learning and Cooperative base groups have been operationalized. Those procedures are widely used by educators throughout the world. The applications have resulted in revisions of the theory and the generation of new research.
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Cooperative Learning and peer acceptance of students with Learning disabilities
Journal of Social Psychology, 1996Co-Authors: Joanne W Putnam, David W. Johnson, Kathryn Markovchick, Roger T. JohnsonAbstract:Abstract The effects of Cooperative Learning on 417 regular-education students' acceptance of 41 of their special-education classmates were examined in an 8-month study. The participants were in Grades 5–8 in 21 classes in 2 U.S. schools. The 3 conditions were Cooperative Learning and competitive Learning, taught by the same teachers, and competitive Learning, taught by a random sample of teachers. In October and in May, the regular-education students rated each classmate's desirability as a work partner. The students' peer ratings were generally very stable, for both their regular-education classmates and their special-education classmates. Positive changes in peer ratings for both types of classmates occurred more frequently in the Cooperative-Learning condition than in the competitive-Learning conditions.
Patricia F Vadasy - One of the best experts on this subject based on the ideXlab platform.
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how Cooperative Learning works for special education and remedial students
Exceptional Children, 2003Co-Authors: Joseph R Jenkins, Laurence R Antil, Susan K Wayne, Patricia F VadasyAbstract:This study reports new analyses from an earlier study by Antil, Jenkins, Wayne, & Vadasy (1998) in which 21 general education classroom teachers were interviewed about their use of Cooperative Learning. We report teachers' perceptions of how Cooperative Learning benefits special education and remedial students, the percentage of these students who consistently participated in classroom Cooperative Learning activities, its efficacy for these students, and the kind of modifications teachers made for students with special needs. Teachers were generally positive about Cooperative Learning's efficacy for students with Learning problems, while acknowledging that it worked better for some students than others. Major benefits were improved self-esteem, a safe Learning environment, and better classroom success rates and products. The primary modification for special and remedial education students was selecting suitable partners for them.
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Cooperative Learning prevalence conceptualizations and the relation between research and practice
American Educational Research Journal, 1998Co-Authors: Laurence R Antil, Joseph R Jenkins, Susan K Wayne, Patricia F VadasyAbstract:This study examined the prevalence, conceptualization, and form of Cooperative Learning used by elementary school teachers. Responding to a survey, 93% of teachers (n = 85) from six elementary schools in two districts indicated they used Cooperative Learning. In interviews with a subset of those teachers (n = 21), all indicated having daily Cooperative lessons in several subjects. The majority of teachers subscribed to Cooperative Learning to achieve both academic and social Learning goals, structured tasks for positive interdependence, and taught students skills for working in small groups. When we applied criteria for Cooperative Learning derived from the research literature, few teachers were employing recognized forms of this practice, primarily because they did not tie individual accountability to group goals. Implications for communication between researcher-developers and teachers are discussed.