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

Autor/in	Slavin, Robert E.
Institution	National Education Association, Washington, DC.
Titel	Cooperative Learning: Student Teams. What Research Says to the Teacher. Second Edition.
Quelle	(1987), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8106-1074-4.
Schlagwörter	Classroom Techniques; Elementary Secondary Education; Group Dynamics; Instructional Effectiveness; Peer Teaching; Social Development; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenführung; Gruppendynamik; Unterrichtserfolg; Peer group teaching; Peer Group Teaching; Soziale Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A review of the research regarding the effectiveness of cooperative learning methods (particularly student teams) indicated that when the classroom is structured in a way that allows students to work cooperatively on learning tasks, students benefit academically as well as socially. The greatest strength of cooperative learning methods is the wide range of positive outcomes that have been found in the research. Cooperative learning methods are usually inexpensive and easy to implement. Teachers need minimal training to use these techniques. The widespread and growing use of cooperative learning techniques demonstrates that, in addition to their effectiveness, they are practical and attractive to teachers. Among such methods are the Student Team Learning procedure (developed at Johns Hopkins University, Maryland); student teams-achievement divisions; teams-games-tournaments; team-assisted individualization; cooperative integrated reading and composition; jigsaw; learning together; and group investigation. (CB)
Anmerkungen	NEA Professional Library, P.O. Box 509, West Haven, CT 06516 ($2.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC