Promoting Cooperative and Helping Behaviours in Student Work Groups through Training in Small Group Processes.

Autor/inn/en	Gillies, Robyn M.; Ashman, Adrian F.
Titel	Promoting Cooperative and Helping Behaviours in Student Work Groups through Training in Small Group Processes.
Quelle	(1995), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Active Learning; Cooperation; Cooperative Learning; Elementary Education; Elementary School Students; Foreign Countries; Group Dynamics; Grouping (Instructional Purposes); Helping Relationship; Learning Strategies; Student Participation; Team Training; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Aktives Lernen; Co-operation; Kooperation; Kooperatives Lernen; Elementarunterricht; Ausland; Gruppendynamik; Grouping; Gruppenbildung; Helfende Beziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teamcoaching; Australien
Abstract	Research in recent years has demonstrated that cooperative learning is a highly effective classroom intervention that promotes student learning and development across a range of curriculum areas. This study compared the effects on behavioral interactions and achievement of: (1) cooperative learning in which members were trained to collaborate to facilitate each other's learning; and (2) cooperative learning in which members were not trained but were merely told to help each other, on 192 Year 6 children. Stratified random assignment occurred so that each four-person group consisted of one high-, two medium-, and one low-ability student. All groups were gender balanced. The children worked in their groups on the same social studies unit, three times a week for 12 weeks. The results indicated that the children in the Trained groups were consistently more cooperative and helpful to each other, they used language which was more inclusive (e.g., frequent use of "we"), and they gave more explanations to assist each other as they worked together. Furthermore, the children in the Trained groups achieved higher learning outcomes than their peers in the Untrained groups. (JEJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC