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1.
The purpose of this study was to investigate the effect of informal cooperative learning and the affiliation motive on achievement, attitude, and student interactions. Participants classified as high or low need for affiliation used either an informal cooperative learning strategy or an individual strategy while receiving information, examples, practice and feedback from an instructional television lesson. Results indicated that participants who used the individual strategy acquired significantly more knowledge from the lesson and indicated significantly more continuing motivation for working alone than those who used the informal cooperative strategy. Instructional strategy did not influence performance on the application portion of the test. Results also revealed that high affiliation participants expressed significantly more continuing motivation than low affiliation participants for working with another person. Low affiliation participants expressed significantly more continuing motivation than high affiliation participants for working alone. Finally, results indicated that high affiliation dyads exhibited significantly more on-task group behaviors (taking turns, sharing materials, group discussion of content) and significantly more off-task behaviors than low affiliation dyads. Copyright 2000 Academic Press. 相似文献
2.
Gaustad M 《Journal of deaf studies and deaf education》1999,4(3):176-190
This study follows graduate interns and their cooperating teachers through a collaborative student teaching experience in D/HH and hearing classrooms at the same grade level. Teacher teams, enrolled in a graduate course on collaboration, designed and conducted collaborative instruction (K-junior high school level), which focused on cooperative learning activities. Measures included student evaluations and separate intern and teacher evaluations of student performance, the integrated instructional units, and professional collaboration. Student evaluations included positive responses to integrated instruction by both groups, though there was more trepidation expressed by some D/HH students. Teachers reported very positive outcomes for all students including increased motivation to learn about and to interact with the other group and, for D/HH students, an increase in socially and academically appropriate behaviors. Specific student needs for training prior to integrated experiences were noted. Teachers stressed the importance of topic selections that would involve the expertise of all participants equally, needs for teacher in-service training and, administrative support for collaborative planning. 相似文献
3.
Robert A. Lonning 《科学教学研究杂志》1993,30(9):1087-1101
This study evaluated the effects of cooperative learning on students' verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. Current conceptual change instructional models recognize the importance of student–student verbal interactions, but lack specific strategies to encourage these interactions. Cooperative learning may provide the necessary strategies. Two sections of low-ability 10th-grade students were designated the experimental and control groups. Students in both sections received identical content instruction on the particle model of matter using conceptual change teaching strategies. Students worked in teacher-assigned small groups on in-class assignments. The experimental section used cooperative learning strategies involving instruction in collaborative skills and group evaluation of assignments. The control section received no collaborative skills training and students were evaluated individually on group work. Gains on achievement were assessed using pre- and posttreatment administrations of an investigator-designed short-answer essay test. The assessment strategies used in this study represent an attempt to measure conceptual change. Achievement was related to students' ability to correctly use appropriate scientific explanations of events and phenomena and to discard use of naive conceptions. Verbal interaction patterns of students working in groups were recorded on videotape and analyzed using an investigator-designed verbal interaction scheme. The targeted verbalizations used in the interaction scheme were derived from the social learning theories of Piaget and Vygotsky. It was found that students using cooperative learning strategies showed greater achievement gains as defined above and made greater use of specific verbal patterns believed to be related to increased learning. The results of the study demonstrated that cooperative learning strategies enhance conceptual change instruction. More research is needed to identify the specific variables mediating the effects of cooperative learning strategies on conceptual change learning. The methods employed in this study may provide some of the tools for this research. 相似文献
4.
James D. Klein Doris R. Pridemore 《Educational technology research and development : ETR & D》1992,40(4):39-48
The purpose of this study was to investigate the effect of cooperative learning and the need for affiliation on performance,
time on task, and satisfaction. Subjects used either a cooperative or individual learning strategy while receiving information,
examples, practice, and feedback from an instructional television lesson. Results indicated that subjects who worked cooperatively
spent more time working on practice exercises and reported greater satisfaction than those who worked individually. In addition,
results revealed an interaction between instructional method and the need for affiliation. Performance of subjects with a
high need for affiliation who worked alone was lower than that of all other groups when subjects were asked to apply what
they had learned from the lesson. Implications for employing cooperative groups in settings that were originally designed
for individual learning are provided. 相似文献
5.
《The Journal of educational research》2012,105(1):15-20
Abstract The author investigated how training in small-group and interpersonal behaviors affected children's behavior and interactions as they worked in small groups 2 years later. The authors assigned 52 fifth graders, who had been trained 2 years previously in cooperative group behaviors, to the trained condition and 36 fifth graders, who had not previously been trained, to the untrained condition. Both were reconstituted from the pool of students who had participated previously in group activities. The results showed a residual training effect, with the children in the trained groups being more cooperative and helpful than their untrained peers. 相似文献
6.
选取80名幼儿作为被试,采取实验班和控制班前后测实验设计,利用故事讨论、教育游戏、生活实践等形式对幼儿进行训练,研究合作训练对幼儿合作行为的影响。实验结果表明:合作训练能够有效提高幼儿的合作水平和合作能力;合作能力和技能能有效地迁移到幼儿的其他合作活动中;合作训练对大小不同的合作团体的成绩有显著影响;合作训练对不同性别儿童的合作行为无显著影响。 相似文献
7.
Benita McLachlan 《Support for Learning》2016,31(3):235-245
Local Authorities (LAs) in Britain traditionally employ Visual Impairment (VI) teams as integrative statutory Special Educational Needs and Inclusion (SENI) provision. Teaching Assistants (TAs) work alongside Qualified Teachers (QTs) in VI teams to support children and young people (CYP) with VI. The VI TA has a broad role in covering early years, primary, secondary and special school settings and their key duties can include implementing visual targets, providing sensory support, delivering touch typing lessons, to name a few. Based on systemic and work‐based learning theories, this article explores the learning stories of seven VI TAs who volunteered to participate in professional development focus group discussions between September 2014 and November 2015. The seven participants all work in the VI team of one LA in Cambridgeshire. The focus of the fortnightly focus group discussions were to explore the impact which eye conditions had on the education and learning of CYP. Participants were encouraged to engage in reflective writing about their new knowledge and how this may have changed their VI practice. Findings from qualitative data generated for analysis and interpretation demonstrated that most participants did improve their knowledge and understanding of specific eye conditions. Some participants benefited and changed their practice based on their newly acquired knowledge whereas some were not aware of any impact on their practice. Themes also highlighted constructive comments on how future professional learning for TAs can be improved. There are currently no mandatory training requirements for specialist VI TAs. 相似文献
8.
Judith A. Kolb PhD 《Performance Improvement》2016,55(2):12-20
Much of what we do in today's organizations involves working collectively in groups or teams. Certain individual behaviors hinder this effort. In this article, the author proposes a taxonomy of dysfunctional individual group member behaviors that is informed by the much‐cited list of self‐serving behaviors proposed by Benne and Sheats in 1948. This taxonomy identifies six individual dysfunctional behaviors using the categories of personal relating, power, and performance. 相似文献
9.
《学习科学杂志》2013,22(3):279-293
The goal of this article is to add to our knowledge of what kinds of interaction take place within small groups. To that end the nature of the interaction among four girls in a small group science activity is analyzed with respect to the other work on both girls' talk and on small group interactions. It is shown that three participants obtained very different access to this conversation from their usual access to whole class lessons. It is further shown that the student whose participation in the small group differed most from that of the others had a different orientation to the task and indicated she was playing by different conversational rules. Co-construction is then explored as a major means of interaction for the other three participants, but the question posed is to what extent this form is necessarily collaborative. The findings suggest that future research look beyond participation rates as measures of status and look more deeply into the impact of talk that is in form cooperative. 相似文献
10.
This article presents the methods, materials, and manpower required to create a strategic leadership program for promoting, sustaining, and advancing institutional significance. The functionality of the program is based on the Original Case Study Design (OCSD) methodology, in which participants are given actual college issues to investigate from a leadership perspective. Participants in the program work in teams to maximize the development of their individual and group leadership skills. Program outcomes are demonstrated by formal presentations that identify an organizational problem and the design of a solution. The identification of problems and strategies for solutions occurs within the framework of strategic leadership development. It is argued in this paper that layered strategic leadership is the key element to promote, sustain, and advance institutional significance. Implications and recommendations for community college strategic leadership practice are also addressed in this applied research article. 相似文献
11.
12.
James D. Klein Doris R. Pridemore 《Educational technology research and development : ETR & D》1994,42(4):41-54
The purpose of this study was to investigate the effect of orienting activities and type of practice on achievement, continuing
motivation, and student behaviors in a cooperative learning environment. Eighty graduate education majors were assigned to
cooperative groups and required to learn instructional design principles from three instructional television lessons. Each
lesson included specific orienting activities (advance organizers or objectives) and different types of practice (verbal information
or intellectual skills). Results indicated that subjects who worked in groups that received intellectual skills practice performed
better on the application portion of the posttest than those who received verbal information practice. Knowledge acquisition
and student behaviors were affected by a combination of type of practice and orienting activity. Groups that received intellectual
skills practice discussed more content, gave more help to their fellow group members, and exhibited less individual behavior
than groups that received verbal information practice. Groups given objectives discussed significantly more content than groups
given advance organizers.
The authors wish to thank Steven Ross and the reviewers ofETR&D for their helpful comments on an earlier draft of this paper. 相似文献
13.
Ignacio Perlado Lamo de Espinosa Yolanda Muñoz Martínez Juan Carlos Torrego Seijo 《Journal of Research in Special Educational Needs》2021,21(3):211-221
This article presents the results of a study to determine the strategies used by teachers to include students with special educational needs in regular classrooms, primarily using Cooperative Learning strategies. It aims to identify the factors of inclusive learning in order to enhance the participation and learning of all students in the classroom and in their cooperative teams. A qualitative case study was carried out in the context of the teachers participating in a postgraduate course ‘expert in cooperative learning’ offered by the University of Alcalá (Spain), over a period of six years (2011–2017), involving the participation of 176 professional teachers. All the participants attended an annual university continuous training course on cooperative learning. Document analysis, in-depth interviews and a questionnaire designed ad hoc were used. The conclusions include the importance of cooperative work in facilitating inclusive education, with a variety of different strategies used to respond to all students' needs, and those with special educational needs in particular, and the coordination required between teachers and special educational needs specialists to implement those strategies. 相似文献
14.
This study examined possible ways to increase student engagement in small sections of a large, introductory-level, required university course. Research shows that cooperative group learning boosts achievement through fostering better interpersonal relationships between students. Cooperative group learning is an evidence-based instructional practice engaging students in active learning. The present study investigated whether cooperative groups with sustained-membership functioned more effectively for boosting performance than shifting-membership cooperative groups. Findings indicated that the amount of class time spent in groups influenced the impact of shifting or sustained-membership. A significant difference in performance was found for sustained-group students when group activities were used the majority of the time during recitation. 相似文献
15.
《Learning and individual differences》2006,16(1):13-30
How individual differences in cognitive ability influence acquisition and transfer of strategic comparison skills was examined as a function of learning difficulty. Using a cognitive test battery, we classified forty-nine participants into three cognitive ability groups. Participants in each group were trained to compare similar (difficult training) or dissimilar (easy training) stimuli and then transferred to compare novel stimuli. Results suggest that overall individual differences in cognitive ability dictate the optimality of strategic skill development, though the effect of training difficulty on transfer performance varies with cognitive ability. Individuals with a midrange of cognitive ability are the most sensitive to the training context. Results are discussed with respect to the characteristics of strategic skills acquired and transferred. 相似文献
16.
17.
ABSTRACTThere is little empirical research related to the readiness and capacity of academics for team-based collaboration. This case study used the existing literature about collaboration as a term of reference to examine the perceptions of a group of academics engaged in course design and how prepared they were individually and as teams for collaboration. The study found that participants recognised and understood the key elements that distinguish collaboration from other forms of interaction. However, they did not express a depth of understanding about the cognitive and social capacities required for collaboration and the skills, structures and processes necessary to enable team-based collaborative practice. While the participants felt they were willing and largely prepared as individuals for collaboration, closer scrutiny indicated substantial variation in their reports about the willingness, knowledge and skills of the teams on which they served. In addition, participants reported that current conditions at the institutional level serve as inhibitors to collaboration in course design. This included the absence of committed leadership and organisational supports for collaboration. Participants described the dominant culture as more supportive of individualised, competitive and hierarchical work practices. Under these work conditions, participants noted a reliance on individuals’ goodwill to collaborate in the absence of broader organisational structures and support. 相似文献
18.
现代学徒制是当前我国职业教育改革中的热点,校企协同育人是现代学徒制的核心,我院积极探索和实践多元平台下现代学徒制校企协同培养人才的有效途径,按照现代学徒制人才培养的规格,发挥校企双方在人才培养过程中的优势,探索从双主体人才培养方案的制定、共建课程体系和实践基地、共建共享特色教学资源、双导师制班级管理、校企联合打造双导师教学团队、共同制定学生考核与评价体系六个方面,构建基于现代学徒制的校企协同育人机制,为我国技术技能人才的创新发展提供理论参考和实践依据。 相似文献
19.
The present study investigates the differential effects of cooperative learning with or without metacognitive instruction on making sense of graphs. Participants were 196 eighth-graders who studied in six classrooms. Data were analyzed by using quantitative and qualitative methods. Results indicated that students who were exposed to the metacognitive instruction within cooperative learning (COOP + META) significantly outperformed their counterparts who were exposed to cooperative learning with no metacognitive instruction (COOP). The positive effects of COOP + META were observed on both graph interpretation and graph construction (transfer task) with regard to alternative conceptions. Furthermore, observations indicated differential characteristics of discourse behaviors during small group interaction under these methods. The practical implications of the study are discussed. 相似文献
20.
A three‐year experiment in integrating technical editing students into a multidisciplinary engineering design project developed several ways of helping students apply classroom learning to practical problems. Each year, the engineering students formed Integrated Product Teams (IPTs) and the technical editing students provided editorial support, first as full members of IPTs, then as separate editorial support teams. Research from cooperative learning and teamwork indicates strategies and techniques for best integrating the technical editing students. 相似文献