Effects of Cooperative Learning On the Social Acceptance of Mainstreamed Academically Handicapped Students

1983 ◽  
Vol 17 (2) ◽  
pp. 171-182 ◽  
Author(s):  
Nancy A. Madden ◽  
Robert E. Slavin
Keyword(s):  
Cooperative Learning ◽  
Social Acceptance ◽  
The Social

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 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.

scholarly journals Empirical Evidence for Professional Practice and Public Policies: An Exploratory Study on Social Exclusion in Users of Primary Care Social Services in Spain

2019 ◽  
Vol 16 (23) ◽  
pp. 4600 ◽  
Author(s):  
Giménez‐Bertomeu ◽  
Domenech‐López ◽  
Mateo‐Pérez ◽  
de‐Alfonseti‐Hartmann
Keyword(s):  
Primary Care ◽  
Social Exclusion ◽  
Social Services ◽  
Professional Practice ◽  
Social Inclusion ◽  
Social Acceptance ◽  
Life Trajectories ◽  
The Social ◽  
Study Population ◽  
The University

This study examines the social exclusion characteristics of a sample of users of primary care social services in two local entities in Spain. The objective of this study was to identify the intensity and scope of social exclusion in an exploratory way and to look at the typology of existing exclusionary situations to inform policy making and professional practice. Data from 1009 users were collected by primary care social services professionals, completing the Social Exclusion Scale of the University of Alicante (SES-UA). The dimensions with the greatest levels of social exclusion in the study population were those related to work/employment, income and education and training. The dimensions with an intermediate level of exclusion were those related to housing and social isolation. Social acceptance, family and social conflict and health were the dimensions with the lowest levels of exclusion. The analysis also showed the existence of five significantly different groups, that showed five different life trajectories along the continuum between social exclusion and social inclusion. The results show the importance and utility of developing professional and policy intervention protocols based on research evidence, with the objective of improving the quality of life of the users.

Stress and Adaptation in Families of Children with Visual Disabilities

1996 ◽  
Vol 77 (4) ◽  
pp. 240-249 ◽  
Author(s):  
Yona Leyser ◽  
Antoinette Heinze ◽  
Gaylen Kapperman
Keyword(s):  
Family Environment ◽  
Social Acceptance ◽  
Service Providers ◽  
Control Group ◽  
Visual Disabilities ◽  
Parent Questionnaire ◽  
The Social ◽  
Sources Of Support ◽  
And Coping ◽  
Experimental Group

Little research is available on families of children with visual impairments. The authors examined stress and coping in a sample of 130 families (experimental group) of visually impaired children who responded to a parent questionnaire and the Family Environment Scale (FES). A control group of 78 parents responded to FES only. Findings revealed that the experimental group experienced various stressors such as future concerns, financial concerns, concerns about services, and concerns about the social acceptance of the child. These families were less involved in intellectual and cultural activities and used less structure and organization than did the controls. In coping, many families used various formal and informal sources of support as well as personal coping strategies. Implications for practitioners and social service providers are discussed.

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