The Effects of Cooperative Learning on Peer Relations, Academic Support, and Engagement in Learning among Students of Color

Autor/inn/en	Van Ryzin, Mark J.; Roseth, Cary J.; McClure, Heather
Titel	The Effects of Cooperative Learning on Peer Relations, Academic Support, and Engagement in Learning among Students of Color
Quelle	In: Journal of Educational Research, 113 (2020) 4, S.283-291 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Ryzin, Mark J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1806016
Schlagwörter	Cooperative Learning; Peer Relationship; Academic Achievement; Learner Engagement; Minority Group Students; Intergroup Relations; Ethnicity; Middle School Students; Early Adolescents; Racial Differences; Equal Education; Outcomes of Education; Racial Bias; Instructional Effectiveness; Rural Schools + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Peer-Beziehungen; Schulleistung; Intergruppenbeziehungen; Ethnizität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rassenunterschied; Lernleistung; Schulerfolg; Racial discrimination; Rassismus; Unterrichtserfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Despite "Brown vs. Board of Education," prejudice still exists in the American school system. These attitudes can give rise to negative social experiences for students of color (i.e., discrimination), negatively impacting their mental and physical health and creating disparities in educational outcomes. Rather than seeking to ameliorate these negative experiences, our approach attempts to address the underlying prejudices and, in so doing, reduce these disparities. Using 4 waves of data from a cluster randomized trial (N = 15 middle schools, 1,890 students, 47.1% female, 75.2% White), we hypothesized that cooperative learning, which has been shown to reduce prejudice in previous research, would create positive gains in peer relatedness, perceptions of academic support, and engagement in learning, and that gains would be larger for students of color; our results confirmed these hypotheses. Our findings highlight the potential role of cooperative learning in reducing disparities and creating greater equity in education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01