Grouping of Students: A Conceptual Analysis--Part I and Part II

Autor/inn/en	LaPrairie, Kimberly; Slate, John R.
Titel	Grouping of Students: A Conceptual Analysis--Part I and Part II
Quelle	In: International Journal of Educational Leadership Preparation, 4 (2009) 1, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Grouping (Instructional Purposes); Group Dynamics; Student Leadership; Cooperative Learning; Cooperation; Definitions; Gender Differences; Racial Differences; Personality Traits; Leadership Styles; Leadership Qualities; Peer Groups; Participative Decision Making; Context Effect; Ethnic Groups; Ability Grouping; Myers Briggs Type Indicator + Suchen Sie Ihr Suchwort? Grouping; Gruppenbildung; Gruppendynamik; Studentenwerk; Kooperatives Lernen; Co-operation; Kooperation; Begriffsbestimmung; Geschlechterkonflikt; Rassenunterschied; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Führungsstil; Führungseigenschaft; Gleichaltrigengruppe; Peer Group; Ethnie; Homogene Gruppierung; Niveaugruppierung; Streaming
Abstract	Three major topics related to grouping students (i.e., group-learning paradigms, learning group configuration, and student leadership in academic work groups) were reviewed. Given the confusion arising from the interchangeable use of terms associated with group learning, a detailed comparison of cooperative and collaborative group-learning paradigms was presented. Definitions, common attributes, and practices that vary among the approaches were examined. Grouping strategies (e.g., group size, gender, race) and personality profiles (i.e., Myers-Briggs Type Indicator®, Emergenetics®, and the STEP™Program) influencing group-learning composition were then investigated to determine best practices and research deficiencies. Next, student leadership in small academic work groups was organized under three subtopics: situational demands, leadership styles, and leader attributes. Each area was analyzed in view of the extant literature. Implications of this conceptual analysis are provided. [The PDF attached to this record contains Part I and Part II, along with the list of combined references.] (As Provided).
Anmerkungen	NCPEA Publications. Web site: http://www.ncpeapublications.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01