Research on cooperative learning and achievement: What we know, what we need to know.

doi:10.1006/CEPS.1996.0004

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Research on cooperative learning and achievement: What we know, what we need to know.

Journal Article•DOI•

Research on cooperative learning and achievement: What we know, what we need to know.

Robert E. Slavin¹•Institutions (1)

Johns Hopkins University¹

01 Jan 1996-Contemporary Educational Psychology (Elsevier Science)-Vol. 21, Iss: 1, pp 43-69

TL;DR: Cooperative learning is one of the greatest success stories in the history of educational research as discussed by the authors, and the most frequent objective of this research is to determine the effects of cooperative learning on student achievement.

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About: This article is published in Contemporary Educational Psychology.The article was published on 1996-01-01. It has received 1563 citations till now. The article focuses on the topics: Cooperative learning & Educational research.

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Journal Article•DOI•

Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis:

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Leonard Springer, Mary Elizabeth Stanne, Sam S Donovan

01 Feb 1999-Review of Educational Research

TL;DR: In this paper, the results of a meta-analysis that integrates research on undergraduate science, mathematics, engineering, and technology (SMET) education since 1980 are presented. But the results in this paper are limited to SMET courses and programs.

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Abstract: Recent calls for instructional innovation in undergraduate science, mathematics, engineering, and technology (SMET) courses and programs highlight the need for a solid foundation of education research at the undergraduate level on which to base policy and practice. We report herein the results of a meta-analysis that integrates research on undergraduate SMET education since 1980. The meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence through SMET courses and programs. The magnitude of the effects reported in this study exceeds most findings in comparable reviews of research on educational innovations and supports more widespread implementation of small-group learning in undergraduate SMET.

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1,691 citations

Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis. ASHE Annual Meeting Paper.

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Leonard Springer, Mary Elizabeth Stanne, Sam S Donovan

07 Nov 1997

1,655 citations

Cites background from "Research on cooperative learning an..."

...Indeed, links between cooperative learning theory, research, and practice have been characterized as “one of the greatest success stories in the history of educational research” (Slavin, 1996, p. 43)....
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Journal Article•DOI•

Trends in Peer Learning

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Keith Topping¹•Institutions (1)

University of Dundee¹

01 Dec 2005-Educational Psychology

TL;DR: A review of peer learning can be found in this article, focusing mainly on peer tutoring, cooperative learning, and peer assessment, together with questions of implementation integrity and consequent effectiveness and cost-effectiveness.

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Abstract: Developments in forms of peer learning 1981–2006 are reviewed, focusing mainly on peer tutoring, cooperative learning, and peer assessment. Types and definitions of peer learning are explored, together with questions of implementation integrity and consequent effectiveness and cost‐effectiveness. Benefits to helpers are now emphasised at least as much as benefits to those helped. In this previously under‐theorised area, an integrated theoretical model of peer learning is now available. Peer learning has been extended in types and forms, in curriculum areas and in contexts of application beyond school. Engagement in helping now often encompasses all community members, including those with special needs. Social and emotional gains now attract as much interest as cognitive gains. Information technology is now often a major component in peer learning, operating in a variety of ways. Embedding and sustainability has improved, but further improvement is needed.

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1,273 citations

Cites background from "Research on cooperative learning an..."

...Spencer and Balboni (2003) reviewed 52 studies in which elementary and secondary school-age students with mental retardation served as tutors and/or tutees in academic, social, and daily living/self-help skills....
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Journal Article•DOI•

The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better

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Eva M. Pomerantz¹, Elizabeth A. Moorman¹, Scott D. Litwack²•Institutions (2)

University of Illinois at Urbana–Champaign¹, University of Connecticut²

01 Sep 2007-Review of Educational Research

TL;DR: In this paper, the authors make the case that consideration of the how, whom, and why of parents' involvement in children's academic lives is critical to maximizing the benefits of education.

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Abstract: A key goal of much educational policy is to help parents become involved in children’s academic lives. The focus of such efforts, as well as much of the extant research, has generally been on increasing the extent of parents’ involvement. However, factors beyond the extent of parents’ involvement may be of import. In this article, the case is made that consideration of the how, whom, and why of parents’ involvement in children’s academic lives is critical to maximizing its benefits. Evidence is reviewed indicating that how parents become involved determines in large part the success of their involvement. It is argued as well that parents’ involvement may matter more for some children than for others. The issue of why parents should become involved is also considered. Implications for future research and interventions are discussed.

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977 citations

Cites background from "Research on cooperative learning an..."

...…that the educational setting is an important context for the development of children’s emotional (Eccles, Lord, Roeser, Barber, & Jozefowicz, 1997; Ladd, 1996; Noddings, 2003; Roeser & Eccles, 2000; Rudolph, 2005) as well as social (Noddings, 2003; Slavin, 1996; Slavin & Cooper, 1999) functioning....
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...Investigators have also argued that the educational setting is an important context for the development of children’s emotional (Eccles, Lord, Roeser, Barber, & Jozefowicz, 1997; Ladd, 1996; Noddings, 2003; Roeser & Eccles, 2000; Rudolph, 2005) as well as social (Noddings, 2003; Slavin, 1996; Slavin & Cooper, 1999) functioning....
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Book Chapter•

Motivation in action: A process model of L2 motivation

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Zoltán Dörnyei, Istvan Otto

01 Jan 1998

TL;DR: In this article, a process model of L2 Motivation is proposed to account for the dynamics of motivational change in time and to synthesise many of the most important motivational conceptualisations to date.

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Abstract: As part of a long-term project aimed at designing classroom interventions to motivate language learners, we have searched for a motivation model that could serve as a theoretical basis for the methodological applications. We have found that none of the existing models we considered were entirely adequate for our purpose for three reasons: (1) they did not provide a sufficiently comprehensive and detailed summary of all the relevant motivational influences on classroom behaviour; (2) they tended to focus on how and why people choose certain courses of action, while ignoring or playing down the importance of motivational sources of executing goal-directed behaviour; and (3) they did not do justice to the fact that motivation is not static but dynamically evolving and changing in time, making it necessary for motivation constructs to contain a featured temporal axis. Consequently, partly inspired by Heckhausen and Kuhl's 'Action Control Theory', we have developed a new 'Process Model of L2 Motivation', which is intended both to account for the dynamics of motivational change in time and to synthesise many of the most important motivational conceptualisations to date. In this paper we describe the main components of this model, also listing a number of its limitations which need to be resolved in future research.

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803 citations

Cites background from "Research on cooperative learning an..."

...Cooperation in the classroom, on the other hand, has been shown to augment motivation to learn (e.g. Dörnyei, 1997; Sharan & Shaulov, 1990; Slavin, 1996)....
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References

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Open Access

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Mind in society: The development of higher psychological processes. L. S. Vygotsky.

[...]

Michael Cole, Vera John-Steiner, Sylvia Scribner, Ellen Souberman

01 Jan 1978

16,723 citations

Book•

The Handbook of Social Psychology

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Gardner Lindzey, Elliot Aronson

01 Jan 1985

7,197 citations

Book•

Cooperative Learning: Theory, Research and Practice

[...]

Robert E. Slavin

01 Jun 1983

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.

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Abstract: 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.

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3,529 citations

"Research on cooperative learning an..." refers background or methods in this paper

...Of sixty-four studies of cooperative learning methods that provided group rewards based on the sum of group members' individual learning, fifty (78%) found significantly positive effects on achievement, and none found negative effects (Slavin, 1995)....
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...The importance of group goals and individual accountability is in providing students with an incentive to help each other and to encourage each other to put forth maximum effort (Slavin, 1995)....
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...In studies of at least four weeks' duration, the Johnson's (1994) methods have not been found to increase achievement more than individualistic methods unless they incorporate group rewards (in this case, group grades) based on the average of group members' individual quiz scores (see Slavin, 1995)....
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...Among there are studies of cooperative learning effects on intergroup relations, self-esteem acceptable of mainstreamed classmates, prosocial norms, and so on (see Slavin, 1995; Hawley & Jackson, 1995)....
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...Use of group goals or group rewards enhances the achievement outcomes of cooperative learning if and only if the group rewards are based on the individual learning of all group members (Slavin, 1995)....
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Journal Article•DOI•

The Language and Thought of the Child

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C. O. Weber, Jean Piaget, M. Warden

01 Apr 1927-American Journal of Psychology

3,102 citations

Book•

The Language and Thought of the Child

[...]

Jean Piaget

01 Jan 1959

TL;DR: The Language and Thought of the Child as mentioned in this paper is a seminal work in the study of the development of language, thought, and knowledge in a child, and it has been used as a source of inspiration and guidance to generations of parents and teachers.

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Abstract: This book is for anyone who has ever wondered how a child develops language, thought, and knowledge. Before this classic appeared, little was known of the way children think. In 1923, however, Jean Piaget, the most important developmental psychologist of the twentieth century, took the psychological world by storm with The Language and Thought of the Child. Applying for the first time the insights of social psychology and psychoanalysis to the observation of children, he uncovered the ways in which a child actively constructs his or her understanding of the world through language. The book has since been a source of inspiration and guidance to generations of parents and teachers. While its conclusions remain contentious to this very day, few can deny the huge debt we owe to this pioneering work in our continuing attempts to understand the minds of the child.

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2,755 citations

"Research on cooperative learning an..." refers background in this paper

...Similarly, Piaget (1926) held that social-arbitrary knowledge -- language, values, rules, morality, and symbol systems -- can only be learned in interactions with others....
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