Achievement by All Students within the Context of Cooperative Learning Groups

1994 ◽  
Vol 19 (4) ◽  
pp. 290-301 ◽  
Author(s):  
Pam Hunt ◽  
Debbie Staub ◽  
Morgen Alwell ◽  
Lori Goetz
Keyword(s):  
Cooperative Learning ◽  
General Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Control Group ◽  
Learning Groups ◽  
Learning Group ◽  
Academic Activities ◽  
Cooperative Learning Groups

Three elementary-aged students with multiple severe disabilities acquired basic communication and motor skills within cooperative learning activities conducted in their general education classrooms. With gradually fading assistance from the instructor, the members without disabilities of the cooperative learning groups provided cues, prompts, and consequences to promote the learning of the member with disabilities. The results showed that the three students with disabilities not only independently demonstrated targeted basic skills within cooperative academic activities, but also generalized those skills during follow-up sessions to activities with other members of a newly formed cooperative learning group. In addition, tests of achievement of targeted academic objectives by the members without disabilities in their cooperative learning groups indicated that they performed as well as members of a control group within the classroom that did not include a child with severe disabilities and that members of both the target group and the control group significantly increased their knowledge in targeted academic areas.

A Computer-Assisted Approach to Conducting Cooperative Learning Process

2010 ◽  
pp. 50-66
Author(s):  
Tsai Pei-Jin ◽  
Hwang Gwo-Jen ◽  
C.R. Tseng Judy ◽  
Hwang Gwo-Haur
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Learning Performance ◽  
Computer Assisted ◽  
Learning Groups ◽  
Learning Group ◽  
Novel Approach ◽  
Learning Efficacy ◽  
Group Members ◽  
Cooperative Learning Groups

Cooperative learning has been proven to be helpful in enhancing the learning performance of students. The goal of a cooperative learning group is to maximize all members’ learning, which is accomplished via promoting each other’s success, through assisting, sharing, mentoring, explaining, and encouragement. To achieve the goal of cooperative learning, it is very important to organize well-structured cooperative learning groups, in which all group members have the ability to help each other during the learning process. In this article, a concept-based approach is proposed to organize cooperative learning groups, such that, for a given course each concept is precisely understood by at least one of the students in each group. An experiment on a computer science course has been conducted in order to evaluate the efficacy of this new approach. From the experimental results, we conclude that the novel approach is helpful in enhancing student learning efficacy.

Motivational Mediators of Cooperative Learning

1994 ◽  
Vol 74 (3) ◽  
pp. 1011-1022 ◽  
Author(s):  
Robert Daniels
Keyword(s):  
Cooperative Learning ◽  
Achievement Motivation ◽  
Test Performance ◽  
Academic Excellence ◽  
Social Approval ◽  
Learning Groups ◽  
Learning Group ◽  
Learning Techniques ◽  
Individualistic Learning ◽  
Cooperative Learning Groups

Introductory psychology students, 43 men and 44 women, participated in an experiment comparing the effects of cooperative versus individualistic learning techniques on approval and achievement motivation and test performance. Subjects in cooperative learning groups reported higher need for social approval than subjects in individualistic learning groups. Need for social approval was more highly correlated with achievement motivation for subjects in cooperative learning groups than for those in individualistic learning groups. Being in a cooperative learning group did not result in improved test performance, but results indicated that cooperative learning techniques enabled students to coordinate their approval and achievement motivation by presenting academic excellence as a socially desirable behavior.

From Enrollment to Membership: “Belonging” in Middle and High School Classes

1997 ◽  
Vol 22 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Roberta F. Schnorr
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
General Class ◽  
Secondary Level ◽  
Severe Disabilities ◽  
Education Students ◽  
General Education Students ◽  
Class Participation

This study examined the meaning of “belonging” or membership in four secondary level general education classes. One or two students with moderate or severe disabilities were enrolled in each of these classes. Participant observations and interviews were used to gain an understanding of participation and membership from the perspectives of students without disabilities who attended these classes. Findings indicated that student membership depends on affiliation with a subgroup of peers within the class. General class participation and interactions influenced an individual's status within the group, but were not enough to create member status. General education students also reported taking active steps when they joined a class to get connected with a subgroup. In these classes, only two students with disabilities connected with subgroups and were, therefore, viewed as members. Considerations are offered for promoting classroom membership for students with moderate or severe disabilities.

scholarly journals Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

2016 ◽  
Vol 9 (11) ◽  
pp. 104 ◽  
Author(s):  
Ataman Karacop
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Control Group ◽  
Electrochemical Cells ◽  
Traditional Teaching ◽  
Learning Group ◽  
Student Teams ◽  
Undergraduate University Students

<p class="apa">The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one–way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students’ high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.</p>

Using Racial and Class Differences in Infant Mortality to Teach about White Privilege: A Cooperative Group Activity

2018 ◽  
Vol 47 (2) ◽  
pp. 102-115 ◽  
Author(s):  
Jessica A. Cebulak ◽  
John F. Zipp
Keyword(s):  
Infant Mortality ◽  
Cooperative Learning ◽  
White Students ◽  
White Privilege ◽  
Color Blindness ◽  
Cooperative Group ◽  
Learning Groups ◽  
Class Differences ◽  
Learning Group ◽  
Racial Privilege

A considerable amount of research across the past several decades has documented the emergence of a new racial ideology of “color-blindness” as well as evidence that white college students have difficulty recognizing the racial privileges that are obscured by this color-blindness. To address this, we developed a cooperative group White Privilege Activity that used racial and class differences in infant mortality to help students recognize the existence of white privilege. Fielding this in two mass lecture sections of Introductory Sociology, we found that exposure to content on white privilege along with the utilization of cooperative learning group exercises promoted a greater understanding of white privilege for both white and nonwhite students. Furthermore, we found that the racial composition of cooperative learning groups had a significant impact on white students’ racial privilege attitudes.

Making Cooperative Learning Groups Work

1995 ◽  
Vol 26 (4) ◽  
pp. 45-48 ◽  
Author(s):  
Cherie De Jong ◽  
James Hawley
Keyword(s):  
Cooperative Learning ◽  
Learning Groups ◽  
Cooperative Learning Groups

Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction

2002 ◽  
Vol 17 (3) ◽  
pp. 27-35 ◽  
Author(s):  
Lanna Andrews
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Limited English Proficient ◽  
Lesson Plan ◽  
Learning Groups ◽  
Teaching Case ◽  
Lesson Analysis ◽  
On Line ◽  
Based Instruction ◽  
Limited English Proficient Students

This study investigated the use of Web-enhanced instruction and an inclusion teaching case to teach pre-service teachers to adapt instruction for included limited English proficient students with disabilities. Forty participants, in 10 cooperative learning groups, analyzed the teaching case and developed an adapted lesson plan for the teacher in the case to use with the whole class and the students with disabilities. The collaborating teacher provided feedback regarding the adapted lessons online using WebCT. The participants redid the lesson after feedback. Adapted lessons were analyzed using the Adapted Lesson Analysis Guide. The analysis revealed that intense, elaborated adaptations were developed as a result of the feedback. The participants also completed the Case On-Line Project Survey and a written reflection regarding their perceptions of the project and its outcomes.

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