Heterogeneous groups: A legitimate alternative

Group ◽  
1986 ◽  
Vol 10 (1) ◽  
pp. 21-26 ◽  
Author(s):  
Richard C. Erickson
Keyword(s):  
Heterogeneous Groups

MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VC SD NEGERI 164 PEKANBARU DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF NUMBERED HEADS TOGETHER (NHT)

2019 ◽  
Vol 3 (1) ◽  
pp. 197
Author(s):  
Rosita L. Tobing
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Outcomes ◽  
Class Actions ◽  
Heterogeneous Groups ◽  
The Social ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Academic Year

The problem of classroom action research is the low learning outcomes of VC grade 164 students in Pekanbaru. This study aims to improve social studies learning outcomes of VC grade 164 students in Pekanbaru by applying the cooperative method of numbered heads together (NHT). The results of the research and class actions of the Social Studies Course conducted at the VC class SDN 164 Pekanbaru students concluded; Learning outcomes in the first cycle have increased compared to conventional learning. Pre-cycle learning outcomes are an average of 50.25 or sufficient categories; in cycle I, learning outcomes reached an average of 71.75 or in the Good category; in cycle II it increased again by 80.25 or in the Good category; Prasiklus classical completeness is 10 students (25.00%.); the first cycle is 27 students (67.50%); and in the second cycle were 38 students (95.00%). Students who have not been completed are remedial. Observers observed that VC grade 164 students at Pekanbaru Pekanbaru seemed to understand the Numbered Heads Together (NHT) Cooperative Method. They learn and understand shared material in heterogeneous groups of 4-5 students. Based on the results of improved learning studies, the application of the cooperative method of numbered heads together (NHT) succeeded in correcting the problem of the low social studies learning outcomes in VC Class SDN 164 Pekanbaru 2017/2018 Academic Year.

An Analysis of Food Tourists' Behavior Among Unobserved Heterogeneous Groups

2019 ◽  
Vol 24 (2) ◽  
pp. 177-192 ◽  
Author(s):  
Pei Zhang ◽  
Jamie A. Levitt ◽  
Robin B. DiPietro ◽  
Fang Meng
Keyword(s):  
Heterogeneous Groups

scholarly journals Covenants before the swords: The limits to efficient cooperation in heterogeneous groups

2021 ◽  
Vol 188 ◽  
pp. 307-321
Author(s):  
Christian Koch ◽  
Nikos Nikiforakis ◽  
Charles N. Noussair
Keyword(s):  
Heterogeneous Groups

Typology as a Moderating Variable in Success in Science

1970 ◽  
Vol 26 (3) ◽  
pp. 711-716 ◽  
Author(s):  
Richard J. Reynolds ◽  
Amy G. Hope
Keyword(s):  
High School ◽  
High School Students ◽  
Science Achievement ◽  
Myers Briggs Type Indicator ◽  
School Students ◽  
Homogeneous Groups ◽  
Heterogeneous Groups ◽  
Type Indicator ◽  
Myers Briggs

Myers-Briggs Type Indicator (MBTI) was examined for its utility as a predictor of intellective behaviors. For beginning, intermediate and advanced high school students measures of GPA, IQ, science achievement, and science aptitude were obtained. MBTI subscales were dichotomized and criteria were analyzed relative to the resultant eight groups. MBTI subscales provided evidence that typology may well be a moderating factor in intellective performance. The intuition (S-N) scale provided consistent indication of typological differences moderating performance. MBTI appeared to be more appropriate for heterogeneous groups and lost its discriminatory utility with homogeneous groups.

scholarly journals The effects of grouping types on promoting critical thinking in EFL collaborative writing

2020 ◽  
Vol 9 (2) ◽  
pp. 108-120
Author(s):  
Nguyen Thi Minh Tram ◽  
Bui Thi Thuc Quyen
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Tertiary Education ◽  
Collaborative Writing ◽  
Homogeneous Groups ◽  
Learning And Teaching ◽  
Low Level ◽  
Heterogeneous Groups ◽  
High Level ◽  
The Impact

Nurturing critical thinking (CT) has been acknowledged as a core objective of tertiary education, and drawn attention from academia of teaching English as a Foreign Language (EFL), particularly in EFL argumentative writing. It has been claimed that collaborative learning which stimulates the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. One of the important aspects of learning and teaching through collaboration is the group composition or grouping “who with whom”. The present study was an attempt to investigate the impact of homogeneous and heterogeneous groupings on critical thinking in collaborative writing. Having been required to write an argumentative essay as a pre-test, 75 participants, who were categorized by their prior critical thinking levels, were assigned into three group types: heterogeneous, homogeneous high and homogeneous low groups. As a consequence, four types of students were considered their improvement before and after the experiment: high-level students in heterogeneous groups, lowlevel students in heterogeneous groups, high-level students in homogeneous groups, low-level students in homogeneous groups. The results demonstrated that learners improved their critical thinking level through collaborative writing, whether working with stronger or weaker peers. However, heterogeneous grouping showed superiority over homogeneous grouping at the low level. The results revealed that cooperative learning could be especially beneficial for low students. It is hoped that the findings of the present study will give teachers deep insights into group compositions in collaborative learning courses, and will help them make better group experiences for students.

Diversity, inclusion and the workplace-equality index: the ingredients for organizational success

2015 ◽  
Vol 23 (5) ◽  
pp. 16-17 ◽  
Author(s):  
Martin Sposato ◽  
Simon Feeke ◽  
Paul Anderson-Walsh ◽  
Linbert Spencer
Keyword(s):  
Design Methodology ◽  
Social Implications ◽  
Organizational Success ◽  
Content Type ◽  
Fair Treatment ◽  
Heterogeneous Groups ◽  
And Bisexual ◽  
Practical Implications

Purpose – Presents organizations with issues to consider regarding inclusion and its importance as well as a well-established index that companies can join in order to make sure that equality is not a mere policy but that it counts in reality in every organization. Design/methodology/approach – Describes the power that an organization can derive from deliberately nurturing and integrating heterogeneous groups of people so that they fit together. Findings – Explains that the best way for an organization to succeed is to combine employee knowledge, skills, judgment and attitudes, alongside fair treatment. Practical implications – Provides details of an index that aims to measure the efforts of organizations to tackle discrimination and create an inclusive workplace for lesbian, gay and bisexual employees. Social implications – Reveals that the method of the index should allow organizations already successfully implementing diversity strategies acknowledgement while, at the same time, providing inspiration to those beginning to tackle diversity. Originality/value – Demonstrates that diversifying the workforce must be accompanied by inclusivity and equality in order to triumph.

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