A Theoretical Context for Examining Students' Preference across Ability Levels for Learning Alone or in Groups

Autor/inn/en	Walker, Cheryl L.; Shore, Bruce M.; French, Lisa R.
Titel	A Theoretical Context for Examining Students' Preference across Ability Levels for Learning Alone or in Groups
Quelle	In: High Ability Studies, 22 (2011) 1, S.119-141 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
Schlagwörter	Gifted; Preferences; Cooperative Learning; Independent Study; Constructivism (Learning); Socialization; Research Methodology + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Kooperatives Lernen; Selbststudium; Socialisation; Sozialisation; Research method; Forschungsmethode
Abstract	This review summarizes the lack of research regarding the learning preferences of gifted individuals. Through the topic of cooperative and collaborative learning, the need for refinement of definitions and expanded methodologies is identified. Past research has narrowly focused on only one or two variables of interest, has often ignored contextual variables, and has been limited by the use of forced-choice survey data. Research that adopts a social learning or social constructivist theoretical framework can help to overcome some of these limitations by considering the context of the learning environment, and taking into account individual differences. There is research that moves in this direction, although more is needed that integrates such theories into both research questions and methodology. This can provide useful insight into the nuanced learning preferences, not only for gifted individuals, but for individuals of all abilities. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10