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| Autor/inn/en | Cosden, Merith A.; Haring, Thomas G. |
|---|---|
| Titel | Cooperative learning in the classroom: Contingencies, group interactions, and students with special needs. |
| Quelle | In: Journal of behavioral education, (1992) 1, S.53-71Infoseite zur Zeitschrift
PDF als Volltext |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-0819 |
| DOI | 10.1007/BF00947137 |
| Abstract | Abstract Cooperative learning activities play a significant role in the schools. As such, these activities should be of interest to applied behavior analysts concerned with educational interventions. A number of factors appear to contribute to the impact of cooperative group activities, including the level of individual accountability, group contingencies, and the types of interactive behaviors in which students engage during group activities. This paper reviews current research on cooperative learning, focusing on the relationships between student behaviors, contingencies of reinforcement and group outcomes. The social and academic skills with which students enter cooperative learning activities, and the impact of these skills on students' behavior within groups and on the social and academic outcomes of groups is considered. Problems associated with the failure of cooperative groups are also addressed. The research potentials for applied behavior analysts are discussed. |
| Erfasst von | OLC |
| Update | 2023/2/05 |
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