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Cooperative education

About: Cooperative education is a research topic. Over the lifetime, 1725 publications have been published within this topic receiving 16257 citations.


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Journal ArticleDOI
TL;DR: The results of a 2-year study of the cooperative elementary school model as mentioned in this paper showed that academically handicapped students in cooperative elementary schools had significantly higher achievement in reading vocabulary, reading comprehension, language expression, and math computation than did their peers in traditional schools.
Abstract: This article reports the results of a 2-year study of the cooperative elementary school model which used cooperation as an overarching philosophy to change school and classroom organization and instructional processes. The components of the model include: using cooperative learning across a variety of content areas, full-scale mainstreaming of academically handicapped students, teachers using peer coaching, teachers planning cooperatively, and parent involvement in the school. After the first year of implementation, students in cooperative elementary schools had significantly higher achievement in reading vocabulary. After the second year, students had significantly higher achievement in reading vocabulary, reading comprehension, language expression, and math computation than did their peers in traditional schools. After 2 years, academically handicapped students in cooperative elementary schools had significantly higher achievement in reading vocabulary, reading comprehension, language expression, math c...

377 citations

Journal ArticleDOI
TL;DR: 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...

313 citations

Journal ArticleDOI
TL;DR: The combination of teacher- and student-led processing resulted in greater problem-solving success and achievement in the cooperative conditions.
Abstract: Group processing was examined as a variable mediating the relationship between cooperative learning and achievement. Group processing may be defined as a review of a group session to describe the member actions that were helpful and unhelpful and to decide what actions to continue or change. Four conditions were included in the study: cooperative learning with no processing, cooperative learning with teacher-led processing (the teacher specified what cooperative skills to use, observed, and gave whole-class feedback about how well students were using the skills), cooperative learning with teacher- and student-led processing (the teacher specified what cooperative skills to use, observed, gave whole-class feedback about how well students were using the skills, and had groups discuss how well they interacted as a group), and individual learning. Forty-eight high-ability Black American high-school seniors and entering college freshmen at Xavier University were given a complex computer-assisted problem-solving assignment. Students in the three cooperative conditions performed better than those in the individual condition. The combination of teacher- and student-led processing resulted in greater problem-solving success and achievement in the cooperative conditions.

242 citations

Journal ArticleDOI
TL;DR: The authors examined the prevalence, conceptualization, and form of cooperative learning used by elementary school teachers and found that 93% of teachers used cooperative learning to achieve both academic and social learning goals, structured tasks for positive interdependence and taught students skills for working in small groups.
Abstract: 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.

214 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20233
20227
202117
202037
201947
201846