Journal ArticleDOI
Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics
Noreen M. Webb,Sydney H. Farivar +1 more
TLDR
The authors compared the effects on achievement and verbal interaction of two instructional programs designed to teach students how to work effectively in small groups: cooperative learning with instruction and practice in basic communication skills and academic helping skills (experimental condition) and cooperative learning only (comparison condition), and found that Latino and African-American students gave and received more elaborated help, and showed higher achievement, in the experimental condition than in the comparison condition.Abstract:
This study compared the effects on achievement and verbal interaction of two instructional programs designed to teach students how to work effectively in small groups: cooperative learning with instruction and practice in basic communication skills and academic helping skills (experimental condition) and cooperative learning with instruction and practice in basic communications skills only (comparison condition). Six 7th-grade general mathematics classes (n = 166) were randomly assigned to instructional condition. After preparation for group work, students worked in peer-directed small groups on a 4-week unit on operations with fractions. Results showed that Latino and African-American students gave and received more elaborated help, and showed higher achievement, in the experimental condition than in the comparison condition. Differences between instructional conditions were greater for one teacher than for the other. Reasons for these differences are discussed. No significant differences between conditi...read more
Citations
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Journal ArticleDOI
Peer-assisted learning interventions with elementary school students: A meta-analytic review.
TL;DR: A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement as mentioned in this paper.
Journal ArticleDOI
Constructive Activity and Learning in Collaborative Small Groups.
TL;DR: The authors identified student behaviors that best predicted mathematics learning in peer-directed small groups among students who needed help, such as receiving explanations instead of only the right answer and subsequently carrying out constructive activity (solving or explaining how to solve problems using concepts stated or implied in the explanations received).
Journal ArticleDOI
Enhancing Mathematical Reasoning in the Classroom: The Effects of Cooperative Learning and Metacognitive Training
TL;DR: Investigation of the effects of four instructional methods on students’ mathematical reasoning and metacognitive knowledge showed that the COOP+META group significantly outperformed the IND + META group, which in turn significantly outperforms the COop and IND groups on graph interpretation and various aspects of mathematical explanations.
Journal ArticleDOI
Implementation of a Peer-Led Team Learning Instructional Approach in an Undergraduate Organic Chemistry Course.
TL;DR: In this paper, the authors focus on the implementation of a peer-led team learning instructional approach for all students in an undergraduate organic chemistry course and the evaluation of student outcomes over 8 years.
Journal ArticleDOI
Improve: A Multidimensional Method For Teaching Mathematics in Heterogeneous Classrooms
TL;DR: In this paper, an innovative instructional method for teaching mathematics in heterogeneous classrooms (with no tracking) and to investigate its effects on students' mathematics achievement is presented. But the method is based on current theories in social cognition and metacognition and it consists of three interdependent components: metacognitive activities, peer interaction, and systematic provision of feedbackcorrective enrichment.
References
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Book
Cooperative Learning: Theory, Research and Practice
TL;DR: Cooperative Learning and Outcomes Other Than Achievement as discussed by the authors is a well-known theory in the field of cooperative learning and it has been used extensively in the past few decades in a variety of settings.
Journal ArticleDOI
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
TL;DR: The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving.
Book ChapterDOI
The jigsaw classroom.
TL;DR: Aronson et al. as discussed by the authors found that black and Latino students, having been educated in sub-standard schools, entered the newly desegregated classroom one full grade level behind their Anglo classmates in reading comprehension.
Book
Joining Together: Group Theory and Group Skills
TL;DR: In this paper, a text first published in 1975, discusses group dynamics, experiential learning, group goals and social interdependence, communication, leadership, decision making, controversy and creativity, conflicts of interest, power, diversity, team development, and leading growth and counseling for counseling.