On My Mind: Cooperative Groups Can and Often Should Be Homogeneous

1995 ◽  
Vol 1 (6) ◽  
pp. 436-437
Author(s):  
Jim Hersberger
Keyword(s):  
Personal Characteristics ◽  
Personality Types ◽  
Mathematical Achievement ◽  
Heterogeneous Grouping ◽  
Cooperative Groups ◽  
Homogeneous Grouping ◽  
Learning Groups ◽  
Common Interests ◽  
Race Ethnicity ◽  
Sociometric Choice

To maximize the benefits of cooperative learning groups, the students within each group should be heterogeneous in ability and personal characteristics” (Artzt and Newman 1990, 449). “Although groups can be formed by random assignment, heterogeneous grouping ensures a mixture of mathematical achievement, gender, and race/ethnicity. An occasional use of sociometric choice by students is possible, but homogeneous grouping is usually not recommended” (Davidson 1990a, 57). “Groups may organize themselves on the basis of friendship or common interests or they may be carefully composed by the teacher to be heterogeneous with respect to abilities, sex, personality types, race, or other variables” (Dees 1990, 175).

Motivation for Becoming a Teacher in Relation to Personal Characteristics of Students in the Context of John L. Holland’s Theory

2015 ◽  
Vol 5 (2) ◽  
pp. 134-147
Author(s):  
Marie Faltýnková ◽  
Veronika Smetanová
Keyword(s):  
Teacher Training ◽  
School Teacher ◽  
Personal Characteristics ◽  
Personality Types ◽  
Female Students ◽  
Male Students ◽  
Primary School Teacher ◽  
Type I ◽  
Professional Career ◽  
Holland's Theory

This study is based on John L. Holland’s theory in which he defined six career personality types. Following this theory one of the aims of the study is to find out what is the percentage of individual types amongst students of pedagogical programmes. Further the research aims to discover how much are students of pedagogical programmes motivated to become teachers and what is the relation between the motivation to become a teacher and scores in scales of a Questionnaire of career choice and planning of professional career. We also attempted to identify the motivation related to gender and different pedagogical study programmes. The results show that the most motivated are students of Kindergarten teacher training and Primary school teacher training. Generally female students are more motivated than male students. From the personality types amongst students of pedagogical programmes the most common is Social type (S) and the least common is the Investigative type (I).

scholarly journals Bodies and desires on the internet: An approach to trans women sex workers’ websites

Sexualities ◽  
2017 ◽  
Vol 22 (1-2) ◽  
pp. 224-243 ◽  
Author(s):  
Julieta Vartabedian
Keyword(s):  
Sex Workers ◽  
Female Sex Workers ◽  
Personal Characteristics ◽  
Sex Industry ◽  
Exploratory Research ◽  
Critical Perspective ◽  
Physical Attributes ◽  
Race Ethnicity ◽  
Trans Women ◽  
The Uk

Most literature on prostitution centres exclusively on street and female sex workers. Considering the lack of inclusion of trans sex workers within research agendas and public policies, in this article I analyse websites where trans women offer their services in Portugal and the UK. I examine the way trans women escorts present themselves to potential clients through detailed descriptions of their bodies’ sizes, physical attributes, personal characteristics and lovemaking skills, and how they negotiate gender, nationality, race, ethnicity and sexuality in relation to the cultural and socio-economic demands of the market. An intersectional framework provides the critical perspective from which to consider how certain trans narratives are displayed through these online advertisements while decentring hegemonic notions (mainly, white and middle class) of representing trans experiences. This exploratory research aims to better understand the online trans sex industry as a place of empowerment where ‘beautiful’ trans escorts can strategically position themselves in order to succeed in a competitive market and, simultaneously, lay claim for a certain degree of (finite) recognition.

scholarly journals Voter Support for Women Candidates

2020 ◽  
Author(s):  
Rosalyn Cooperman
Keyword(s):  
Gender Stereotypes ◽  
Personal Characteristics ◽  
Central Research ◽  
Party Affiliation ◽  
Women Candidates ◽  
Opinion Polling ◽  
Female Candidates ◽  
The Us ◽  
Race Ethnicity ◽  
Elected Office

Voter support for women candidates in American politics may best be summed up by the often-repeated phrase, “when women run, women win.” This statement indicates that when compared to male candidates running in a similar capacity, such as candidates for open seats in which no incumbent is present, female candidates are equally likely to win elected office. Voters, therefore, seem equally likely at face value to support female candidates. However, the literature on voter support for women candidates suggests that this voter support may be more conditional in nature. A central research thread on voters and women candidates is how voters perceive women candidates and, in turn, their electability. Research on gender stereotypes and candidates examines voter perceptions of the traits they typically associate with men and women, candidates, and officeholders and the circumstances under which these traits make gender and political candidacy more or less attractive. The literature on political party and voter support for women candidates explores how gender and party affect levels of voter support and is offered as one explanation for the party imbalance in women’s representation with female Democrats significantly outnumbering female Republicans as candidates and officeholders. Researchers have also examined how voters evaluate other components of women’s candidacies, including their party affiliation, race, ethnicity, and sexual orientation. In addition to personal characteristics, scholars have explored how the type or level of office impacts voter support of women candidates with certain types of elected positions often considered more or less well suited for women candidates. More recently, a thread of research on voter support for women candidates has focused on women’s absence from the nation’s highest elected position—the US presidency. Scholars, and the candidate herself, have assessed voter support for or opposition to Hillary Clinton’s unsuccessful presidential bids in 2008 and 2016. This line of research includes public opinion polling that measures both the abstract idea of electing a woman president as well as electing a specific woman president, namely Clinton.

scholarly journals What Are the Characteristics of Fourth-Year Medical Students With Higher Levels of Resilience?

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Sey Park ◽  
Maribeth Porter ◽  
Ki Park ◽  
Lauren Bielick ◽  
Benjamin J. Rooks ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Personal Characteristics ◽  
After School ◽  
Demographic Information ◽  
Personal Time ◽  
Resilience Scale ◽  
Fourth Year Medical Students ◽  
Race Ethnicity

Introduction: Burnout during medical training, including medical school, has gained attention in recent years. Resiliency may be an important characteristic for medical students to have or obtain. The aim of this study was to examine the level of resiliency in fourth-year medical students and whether certain characteristics were associated with students who have higher levels of resiliency. Methods: Subjects were fourth-year medical students who completed a survey during a required end-of-year rotation. The survey collected subjects’ demographic information including age, gender, race, ethnicity, marital status, and chosen specialty. They were also asked to complete the Brief Resilience Scale (BRS) and answer questions that assessed personal characteristics. Results: The response rate was 92.4%. Most respondents had personal time for themselves after school (92.6%), exercise or participate in physical activity for at least 30 minutes most days of the week (67.2%), were able to stop thinking about medical school after leaving for the day (58.2%), and had current financial stress (51.6%). No differences were noted in demographic information among students across specialty categories. A higher BRS score was associated with being male and having the ability to stop thinking about school. Conclusions: BRS scores in medical students are associated with specific demographic characteristics and the ability to stop thinking about school. Addressing the modifiable activities may assist students with increasing their resiliency and potentially decreasing their risk of burnout.

The Effect on Mathematics Achievement and Attitude of Homogeneous and Heterogeneous Grouping of Gifted Sixth-Grade Students

1996 ◽  
Vol 8 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Barbara Hunt
Keyword(s):  
Mathematics Achievement ◽  
Gifted Students ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Heterogeneous Grouping ◽  
Homogeneous Grouping ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
Low Ability

The primary purpose of this study was to identify the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping of gifted sixth grade students. The secondary purpose was to find the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping on average- and low-ability students. There were 208 subjects in the study. The results indicated that there was a positive effect for achievement in mathematics for identified gifted sixth graders in homogeneous grouping when compared to gifted students in heterogeneous grouping using the TOMA (Test of Mathematical Abilities) – Computation Subtest. No statistically significant difference was found for mathematics achievement for average and low ability students based on grouping. Quantitative and qualitative results will be shared related to students' attitudes toward grouping.

scholarly journals Trends in Alcohol's Harms to Others (AHTO) and Co-occurrence of Family-Related AHTO: The Four US National Alcohol Surveys, 2000–2015

2015 ◽  
Vol 9s2 ◽  
pp. SART.S23505 ◽  
Author(s):  
Thomas K. Greenfield ◽  
Katherine J. Karriker-Jaffe ◽  
Lauren M. Kaplan ◽  
William C. Kerr ◽  
Sharon C. Wilsnack
Keyword(s):  
Family Members ◽  
Heavy Drinking ◽  
Personal Characteristics ◽  
Alcohol Problems ◽  
Anxiety And Depression ◽  
Upward Trend ◽  
Logistic Regression Models ◽  
History Of ◽  
Harm To Others ◽  
Race Ethnicity

Various harms from others’ drinking have been studied individually and at single points in time. We conducted a US population 15-year trend analysis and extend prior research by studying associations of depression with combinations of four harms – family/marriage difficulties, financial troubles, assault, and vandalism – attributed to partners or family members. Data come from four National Alcohol Surveys conducted by telephone in 2000, 2005, 2010, and 2015 (analytic sample = 21,184). Weighted logistic regression models estimated time trends adjusting for victim characteristics (gender, age, race/ethnicity, marital status, poverty, employment, family history of alcohol problems, and drinking maximum). The 2015 survey asked the source of the harm; we used similar models to examine characteristics, including anxiety and depression, associated with various combinations of family/marriage, financial, and assault harms due to partner's/spouse's/family members’ drinking. A significant upward trend ( P < 0.001) from 2000 to 2015 was seen for financial troubles but not for other harms due to someone else's drinking. In 2015, depression and/or anxiety were strongly associated with exposures to harms and combinations of harms identified as stemming from drinking spouse/partner and/or family members. The results shed new light on 15-year trends and associations of harms with personal characteristics. A replicated finding is how the victim's own heavy drinking pattern is implicated in risks for exposures to harms from someone else's drinking. Documenting risk factors for and mental health impacts is important for interventions to reduce alcohol's harm to others.

scholarly journals Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

2000 ◽  
Vol 17 (2) ◽  
pp. 185-193 ◽  
Author(s):  
Chija Skala ◽  
Timothy F. Slater ◽  
Jeffrey P. Adams
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Learning Activities ◽  
Cooperative Groups ◽  
Learning Groups ◽  
Team Members ◽  
Course Content ◽  
Large Lecture ◽  
Group Interviews ◽  
The Impact

AbstractLarge-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

scholarly journals PROMOTING STUDENTS' READING COMPREHENSION WITH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC)

2020 ◽  
Vol 14 (1) ◽  
pp. 36
Author(s):  
Qary Halizatul Fhathah ◽  
Nuraeni .
Keyword(s):  
Reading Comprehension ◽  
Qualitative Data ◽  
Cognitive Activity ◽  
Heterogeneous Grouping ◽  
Learning Method ◽  
Ability Level ◽  
Homogeneous Grouping ◽  
Reading And Writing ◽  
Know How ◽  
High Level

Cooperative Integrated Reading and Composition (CIRC) is one of cooperative learning method used in language teaching, specifically in high-level reading and writing. This method is designed to accommodate variety of student ability level with heterogeneous grouping or homogeneous grouping. CIRC aimed to develop students’ ability in comprehending the content of reading and fostering the ability to write the materials they read. The purposes of this research were to know how CIRC is implemented in classroom, and to know to what extent CIRC promote students’ reading comprehension. The researcher used classroom action research in conducting the research. The qualitative data was obtained from observation, interview, and documentation. The participants of the research were the 10th grade students of one senior high school in Bogor. The result of the research shows that CIRC can be implemented in two cycles and four meetings. The data shows that there are some competencies which indicates that CIRC promote students’ reading comprehension in cognitive activity, motivation activity, and affective activity. This study suggests the good atmosphere and used another text to be implemented in other classes using CIRC.

Strategies for Active Learning in Music Classrooms

2020 ◽  
pp. 175-192
Author(s):  
Colleen M. Conway
Keyword(s):  
Active Learning ◽  
Group Work ◽  
Transmission Model ◽  
Cooperative Groups ◽  
Learning Groups ◽  
Collaborative Groups ◽  
Grouping Students ◽  
Games And Simulations ◽  
Set Up ◽  
Music Classrooms

Chapter 9 provides a focus on learner-centered pedagogy and a move away from the transmission model of teaching leads to active learning. I open this chapter with an extended discussion of some of the various types of group work including cooperative as well as collaborative learning groups. Cooperative groups work together on a task that is most often presented or designed by the instructor whereas collaborative groups are often involved in task generation as well as completion. Strategies for grouping students as well as room set-up, planning for group work, and assessment of group activities are addressed. The second part of the chapter provides suggestions for specific types of problem-based learning including case-based teaching, games, and simulations.

scholarly journals Mapeamento Sistemático na Literatura Acadêmico-Científica sobre Abordagens para Formação de Grupos em E-Learning

2017 ◽  
Vol 24 (03) ◽  
pp. 16
Author(s):  
Felipe Oliveira Miranda Cunha ◽  
Clauirton De Albuquerque Siebra
Keyword(s):  
Group Formation ◽  
Learning Activities ◽  
Heterogeneous Grouping ◽  
Homogeneous Grouping ◽  
Systematic Mapping ◽  
Learning Domains ◽  
Precise Analysis ◽  
Scientific Papers ◽  
E Learning ◽  
Programming Skills

This work presents the results of a systematic mapping on scientific papers that discuss the group formation for collaborative learning. The aim is to investigate researches associated with approaches and strategies to form group, in the context of E-Learning domains. Our mapping shows that the majority of publications are focused on analyzing the context of students interactions, along collaborative E-learning activities, and use the acquired knowledge to improve the algorithms for groups optimization. Group types were specified for further experiment in homogeneous grouping, heterogeneous grouping and complementary for programming skills from mathematical modeling and implementation of algorithm grouping. The results of this work produce theoretical fundaments to support the investigation of new group formation approaches, which are based on group profiles and associated with criteria and preferences that were not explored yet. Furthermore, the results enable a more precise analysis of interactions and impact of collaboration on the efficiency of e-learning students.

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