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Cary J. Roseth

Bio: Cary J. Roseth is an academic researcher from Michigan State University. The author has contributed to research in topics: Cooperative learning & Academic achievement. The author has an hindex of 24, co-authored 77 publications receiving 2757 citations. Previous affiliations of Cary J. Roseth include University of Minnesota & Durham University.


Papers
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Journal ArticleDOI
TL;DR: A social-contextual view of the mechanisms and processes by which early adolescents' achievement and peer relationships may be promoted simultaneously is tested, and results indicate that higher achievement and more positive peer relationships were associated with cooperative rather than competitive or individualistic goal structures.
Abstract: Emphasizing the developmental need for positive peer relationships, in this study the authors tested a social-contextual view of the mechanisms and processes by which early adolescents' achievement and peer relationships may be promoted simultaneously. Meta-analysis was used to review 148 independent studies comparing the relative effectiveness of cooperative, competitive, and individualistic goal structures in promoting early adolescents' achievement and positive peer relationships. These studies represented over 8 decades of research on over 17,000 early adolescents from 11 countries and 4 multinational samples. As predicted by social interdependence theory, results indicate that higher achievement and more positive peer relationships were associated with cooperative rather than competitive or individualistic goal structures. Also as predicted, results show that cooperative goal structures were associated with a positive relation between achievement and positive peer relationships. Implications for theory and application are discussed.

630 citations

Book
23 Sep 2008
TL;DR: This book discusses the role of Collaboration in Improving Statistics Education: In Learning, in Teaching, and in Research, and how to Reason about Statistical Inference.
Abstract: Foreword Roxy Peck Preface Joan Garfield and Dani Ben-Zvi Part I. The Foundations of Statistics Education Chapter 1 The Discipline of Statistics Education Chapter 2 The Research on Teaching and Learning Statistics Chapter 3 Creating a Statistical Reasoning Learning Environment Chapter 4 Assessment in Statistics Education Chapter 5 Using Technology to Improve Student Learning of Statistics Part II. From Research to Practice: Developing the Big Ideas of Statistics Introduction to Part II Connecting Research to Teaching Practice Chapter 6 Learning to Reason about Data Chapter 7 Learning to Reason about Statistical Models and Modeling Chapter 8 Learning to Reason about Distribution Chapter 9 Learning to Reason about Center Chapter 10 Learning to Reason about Variability Chapter 11 Learning to Reason about Comparing Groups Chapter 12 Learning to Reason about Samples and Sampling Distributions Chapter 13 Learning to Reason about Statistical Inference Chapter 14 Learning to Reason about Covariation Part III. Implementing Change through Collaboration Introduction to Part III The Role of Collaboration in Improving Statistics Education: In Learning, in Teaching, and in Research Chapter 15 Collaboration in the Statistics Classroom Chapter 16 Collaboration in Teaching and Research ReferencesResources Tables of Activities Author Index Subject Index

355 citations

Journal ArticleDOI
TL;DR: A direct link between peer-related belongingness and positive adjustment that is not mediated by engagement in school is found, and a reciprocal relationship between academic autonomy, teacher-related belongness and engagement in learning is supported, but this reciprocal relationship does not extend to peer- related belongingness.
Abstract: Self-determination theory emphasizes the importance of school-based autonomy and belongingness to academic achievement and psychological adjustment, and the theory posits a model in which engagement in school mediates the influence of autonomy and belongingness on these outcomes. To date, this model has only been evaluated on academic outcomes. Utilizing short-term longitudinal data (5-month timeframe) from a set of secondary schools in the rural Midwest (N = 283, M age = 15.3, 51.9% male, 86.2% White), we extend the model to include a measure of positive adjustment (i.e., hope). We also find a direct link between peer-related belongingness (i.e., peer support) and positive adjustment that is not mediated by engagement in school. A reciprocal relationship between academic autonomy, teacher-related belongingness (i.e., teacher support) and engagement in learning is supported, but this reciprocal relationship does not extend to peer-related belongingness. The implications of these findings for secondary schools are discussed.

309 citations

Journal ArticleDOI
TL;DR: This paper examined preschoolers' aggressive and cooperative behaviors and their associations with social dominance, and found that the relative power of wins and cooperation in predicting two measures of social dominance was found to predict teacher-rated social dominance.
Abstract: The authors examined preschoolers' aggressive and cooperative behaviors and their associations with social dominance. First and as predicted, directly observed aggressive interactions decreased across the school year, and same-sex aggression occurred more frequently than cross-sex aggression. Next, the authors examined the relation between aggression and reconciliation, cooperation, and social display variables. Teacher ratings of children's aggression related to observed aggression but not to observed "wins" of aggressive bouts. Instead, wins were related to cooperation and display variables. Finally, they examined the relative power of wins and cooperation in predicting 2 measures of social dominance. After age was controlled, wins alone predicted teacher-rated social dominance. Results are discussed in terms of different forms of competition and how school ethos affects these forms.

127 citations

Journal ArticleDOI
TL;DR: In this article, a longitudinal, experimental-control design was used to test the hypothesis that native language instruction enhances English language learner's (ELL's) native language and literacy development without significant cost to English development.

119 citations


Cited by
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Book
19 Nov 2008
TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

6,776 citations

Journal ArticleDOI
TL;DR: It is concluded that multiple Imputation for Nonresponse in Surveys should be considered as a legitimate method for answering the question of why people do not respond to survey questions.
Abstract: 25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.

3,216 citations

01 Jan 2016
TL;DR: This experimental and quasi experimental designs for research aims to help people to cope with some infectious virus inside their laptop, rather than reading a good book with a cup of tea in the afternoon, but end up in malicious downloads.
Abstract: Thank you for reading experimental and quasi experimental designs for research. Maybe you have knowledge that, people have search numerous times for their favorite readings like this experimental and quasi experimental designs for research, but end up in malicious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they cope with some infectious virus inside their laptop.

2,255 citations

01 Jan 2002
TL;DR: In this paper, the interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help.
Abstract: 1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

2,171 citations

Journal ArticleDOI

1,773 citations