An Assessment of the Social Validity of Cooperative Learning and Conflict Resolution Programs in an Alternative Inner City High School.

Autor/in	Khattri, Nidhi
Institution	Columbia Univ., New York, NY. Teachers Coll. International Center for Cooperation and Conflict Resolution.
Titel	An Assessment of the Social Validity of Cooperative Learning and Conflict Resolution Programs in an Alternative Inner City High School.
Quelle	(1991), (138 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Conflict Resolution; Cooperative Learning; Economically Disadvantaged; Group Dynamics; High School Students; High Schools; Inner City; Interpersonal Competence; Minority Group Children; Nontraditional Education; Program Effectiveness; Sensitivity Training; Student Attitudes; Teacher Attitudes; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Conflict solving; Konfliktlösung; Konfliktregelung; Kooperatives Lernen; Gruppendynamik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interpersonale Kompetenz; Non-traditional education; Alternative Erziehung; Sensitivitätstraining; Schülerverhalten; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	A study was done to evaluate the social validity of the interventions of conflict resolution and cooperative learning at three campuses of an alternative inner-city high school in New York City. The evaluation explored students' and teachers' perceptions of the effectiveness and applicability of the interventions in their lives. Extensive interviews were conducted, and questionnaire data were collected for 36 of 48 teachers and for 177 students on the Intervention Report Survey and 204 students on the Interpersonal Improvement Questionnaire. The student population was primarily Black and Hispanic American from economically disadvantaged backgrounds. In addition, teachers gave feedback on the training they received for doing cooperative learning and conflict resolution lessons with their students. Students found the interventions to be useful and experienced interpersonal improvements in their lives. The teachers gave moderate endorsement of the interventions and considered cooperative learning to be useful for their students' academic learning and social and psychological development. Teachers judged conflict resolution to be moderately valuable for the students' development and quite useful in the students' everyday lives. Overall, the results indicate that cooperative learning and conflict resolution programs were useful and valid. Included are 30 tables; 11 figures; 4 appendixes containing reliability information, teacher data, student data, and descriptions of the instruments in 7 tables; student questionnaires on conflict resolution and on cooperative learning; and 48 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC