Cooperative Learning: Student Teams. What Research Says to the Teacher.

Autor/in	Slavin, Robert E.
Institution	National Education Association, Washington, DC.
Titel	Cooperative Learning: Student Teams. What Research Says to the Teacher.
Quelle	(1982), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8106-1055-8
Schlagwörter	Academic Achievement; Class Organization; Classroom Techniques; Educational Research; Elementary Secondary Education; Group Activities; Group Dynamics; Helping Relationship; Interpersonal Relationship; Learning Processes; Mainstreaming; Peer Relationship; Peer Teaching; Self Concept; Teaching Methods; Teamwork + Suchen Sie Ihr Suchwort? Schulleistung; Klassenführung; Bildungsforschung; Pädagogische Forschung; Gruppenaktivität; Gruppendynamik; Helfende Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning process; Lernprozess; Peer-Beziehungen; Peer group teaching; Peer Group Teaching; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This monograph presents descriptions of six extensively researched and widely used cooperative learning methods and discusses research on the effects of cooperative learning. The term "cooperative learning" refers to instructional methods in which students of all levels of performance work together in small groups toward a common goal. The essential feature of cooperative learning is that the success of one student helps other students to be successful. The six methods are: (1) Student Teams Achievement Divisions (STAD); (2) Teams-Games-Tournaments (TGT); (3) Team-Assisted Individualization (TAI); (4) Jigsaw; (5) Learning Together; and (6) Group Investigation. Some methods are highly structured, with well-specified group tasks and group rewards, while others give more autonomy to students and have fewer specified group rewards. Some of these methods are used almost exclusively in social studies, and one is designed only for mathematics. Several can be used in all subject areas. All grade levels are represented. A case study of a junior high school student experiencing student team learning methods is presented, illustrating how team learning methods are used and where they are most effective. Reports are presented on research studies that examined the various methods of implementing student team cooperative learning. Their impact on academic achievement, intergroup relations, mainstreaming, and student self-esteem is discussed. The overall conclusion drawn from this research was that, when the classroom is structured so that students can work cooperatively on learning tasks, students benefit academically as well as socially. A 58-item bibliography is appended. (JD)
Anmerkungen	National Education Association Professional Library, P. O. Box 509, West Haven, CT 06516 (Stock No. 1055-8-00; $2.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC