Increasing Student Engagement and Retention through the Use of Cooperative Groups and Authentic Assessment.

Autor/in	Petty, Paul
Titel	Increasing Student Engagement and Retention through the Use of Cooperative Groups and Authentic Assessment.
Quelle	(1997), (164 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Academic Achievement; Academic Aspiration; Academic Persistence; Attendance; Classroom Environment; Cooperative Learning; Dropouts; Grade 6; Grade 9; Group Activities; Grouping (Instructional Purposes); High Schools; Intermediate Grades; Learning Problems; Learning Strategies; Performance Based Assessment; Program Effectiveness; School Holding Power; Student Alienation; Student Attitudes; Student Attrition; Student Interests; Student Motivation; Student Problems; Student School Relationship; Withdrawal (Education) + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Klassenklima; Unterrichtsklima; Kooperatives Lernen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; Gruppenaktivität; Grouping; Gruppenbildung; High school; Oberschule; Mittelstufe; Lernproblem; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Leistungsermittlung; Schülerverhalten; Schülerbeurlaubung; Studieninteresse; Schulische Motivation; Studienproblem; Schüler-Lehrer-Beziehung; Kursabbruch
Abstract	This action research project implemented and evaluated a program for increasing student engagement and retention through the use of authentic assessment and cooperative groups. The targeted population consisted of one sixth grade class in an elementary school and two ninth grade classes in a high school located in different communities in the far northern suburbs of Chicago, Illinois. The problems of student engagement and retention were documented through teacher observation, student survey data collection, pre-intervention results, and post-intervention results. Analysis of probable cause revealed that students showed little if any ownership for their own learning, took a minor role in the development of learning activities, and had little if any authentic assessment instruments incorporated into their learning. Teachers felt that students studied only for the test grade without any regard for the transfer of what they had been taught. A review of solution strategies suggested by knowledgeable others and analysis of the problem setting resulted in two major categories of intervention: the use of cooperative groups within the classroom, and the application of authentic teaching and evaluation devices. Post intervention data indicated an improvement in student involvement and ownership, and an increase in retention and transfer of learning. (Forty appendices include surveys, data sheets, and assessment tools.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC