Effects of Cooperative Learning and Individualized Instruction on Mainstreamed Students

1984 ◽  
Vol 50 (5) ◽  
pp. 434-443 ◽  
Author(s):  
Robert E. Slavin ◽  
Nancy A. Madden ◽  
Marshall Leavey
Keyword(s):  
Cooperative Learning ◽  
Social Acceptance ◽  
Teacher Ratings ◽  
Individualized Instruction ◽  
Instructional Method ◽  
Positive Effects ◽  
The Social ◽  
Attitudes Toward Math ◽  
Mainstreamed Students

This study examines the effects on mainstreamed academically handicapped students of an instructional method, Team Assisted Individualization (TAI), that combined cooperative learning with individualized instruction in mathematics. Eighteen classes (grades 3–5) in six schools were randomly assigned to one of three conditions: TAI; individualized instruction (II) without cooperative teams; or control. The 117 academically handicapped students in these classes served as the subjects. The TAI and II methods both had significantly positive effects on the social acceptance of academically handicapped students by their nonhandicapped classmates, on their attitudes toward math, and on teacher ratings of their behavior. No achievement differences were found, although students as a whole (handicapped and nonhandicapped) in TAI and II classes achieved more than control students.

scholarly journals A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms

2020 ◽  
Vol 11 ◽  
Author(s):  
Nina Klang ◽  
Ingrid Olsson ◽  
Jenny Wilder ◽  
Gunilla Lindqvist ◽  
Niclas Fohlin ◽  
...  
Keyword(s):  
Cooperative Learning ◽  
Social Inclusion ◽  
Social Acceptance ◽  
Fifth Grade ◽  
Special Educational Needs ◽  
Teacher Implementation ◽  
Classroom Relationships ◽  
Teacher Interventions ◽  
The Social ◽  
And Control

Concerning challenges with the social inclusion of children with special educational needs (SEN), it is imperative to evaluate teacher interventions that promote social inclusion. This study aimed to investigate the effects of cooperative learning (CL) intervention on social inclusion. In addition, it was investigated to what degree CL implementation affected the outcomes. Fifty-six teachers of 958 fifth-grade children were randomly selected to intervention and control groups upon recruitment to the study. The intervention teachers received training and coaching in CL and implemented this approach three to four times a week for 15 weeks. The results showed a significant but small effect of CL on children’s social acceptance, but no significant effect on children’s friendships and perceptions of classroom relationships. The degree of CL implementation had effect on children’s social acceptance, but the effect was not consistent across social acceptance measures as a friend or a groupmate. Thus, it can be concluded that CL, conducted with the length and intensity of this study, may not lead to substantial changes in the social inclusion of children with SEN. In future studies, more focus needs to be devoted to teacher implementation of the CL approach.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

scholarly journals What Drives Continuance Intention towards Social Media? Social Influence and Identity Perspectives

2020 ◽  
Vol 12 (17) ◽  
pp. 7081 ◽  
Author(s):  
Athapol Ruangkanjanases ◽  
Shu-Ling Hsu ◽  
Yenchun Jim Wu ◽  
Shih-Chih Chen ◽  
Jo-Yu Chang
Keyword(s):  
Social Media ◽  
Social Identity ◽  
New Media ◽  
Social Influence ◽  
Perceived Usefulness ◽  
Continuance Intention ◽  
Positive Effects ◽  
The Social ◽  
Media Platform ◽  
Continuous Usage Intention

With the growth of social media communities, people now use this new media to engage in many interrelated activities. As a result, social media communities have grown into popular and interactive platforms among users, consumers and enterprises. In the social media era of high competition, increasing continuance intention towards a specific social media platform could transfer extra benefits to such virtual groups. Based on the expectation-confirmation model (ECM), this research proposed a conceptual framework incorporating social influence and social identity as key determinants of social media continuous usage intention. The research findings of this study highlight that: (1) the social influence view of the group norms and image significantly affects social identity; (2) social identity significantly affects perceived usefulness and confirmation; (3) confirmation has a significant impact on perceived usefulness and satisfaction; (4) perceived usefulness and satisfaction have positive effects on usage continuance intention. The results of this study can serve as a guide to better understand the reasons for and implications of social media usage and adoption.

scholarly journals Transition to Circular Economy in the Fertilizer Sector—Analysis of Recommended Directions and End-Users’ Perception of Waste-Based Products in Poland

Energies ◽  
2021 ◽  
Vol 14 (14) ◽  
pp. 4312
Author(s):  
Marzena Smol
Keyword(s):  
Circular Economy ◽  
Economic Model ◽  
Social Acceptance ◽  
State Of The Art ◽  
Raw Materials ◽  
End Users ◽  
Survey Analysis ◽  
The Social ◽  
Sector Analysis ◽  
Art Analysis

Circular economy (CE) is an economic model, in which raw materials remain in circulation as long as possible and the generation of waste is minimized. In the fertilizer sector, waste rich in nutrients should be directed to agriculture purposes. This paper presents an analysis of recommended directions for the use of nutrient-rich waste in fertilizer sector and an evaluation of possible interest in this kind of fertilizer by a selected group of end-users (nurseries). The scope of research includes the state-of-the-art analysis on circular aspects and recommended directions in the CE implementation in the fertilizer sector (with focus on sewage-based waste), and survey analysis on the potential interest of nurseries in the use of waste-based fertilizers in Poland. There are more and more recommendations for the use of waste for agriculture purposes at European and national levels. The waste-based products have to meet certain requirements in order to put such products on the marker. Nurserymen are interested in contributing to the process of transformation towards the CE model in Poland; however, they are not fully convinced due to a lack of experience in the use of waste-based products and a lack of social acceptance and health risk in this regard. Further actions to build the social acceptance of waste-based fertilizers, and the education of end-users themselves in their application is required.

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