Titlebook: Learning to Cooperate, Cooperating to Learn; Robert Slavin,Shlomo Sharan,Richard Schmuck Book 1985 Springer Science+Business Media New Yor

河潭

Student Interaction and Learning in Small Groupsast several decades of research on classroom interaction and achievement reveals that researchers have only recently begun to devote much attention to interaction among students in cooperative groups. Recent studies of student interaction in small groups have uncovered some significant relationships

青春期

Team-Assisted Individualizationiduals work in small groups and are rewarded based on the group’s performance. Before the early 1970s, this research took place primarily in the social psychological laboratory, or in short-term field experiments in locations set up to resemble the laboratory. The systematic use of instructional met

忙碌

Small-Group Learning and Teaching in Mathematicsm elementary school through graduate school. The procedures include small-group interaction in which students work together in groups of three to six members, partner learning taking place in dyads, and a peer-tutoring variation of partner learning in which one student is assigned to tutor another.

Ossification

Melting Pot or Mosaict our research and interpret our results as objectively as we can. Despite our best efforts, however, I would like to suggest that some assumptions are so basic to a particular culture or subculture and so pervasive that we let them shape both theory and research, with only minimal acknowledgment or

indemnify

巡回

衣服

PANG

A精確的

An Analysis of Cooperation in Relation to Cognitive Controversythe behavior of teachers, (3) the role of learner resources (i.e., curriculum materials) in implementing intraclassroom grouping, and (4) the effects of mixed-ability grouping and homogeneous-ability grouping on student learning capabilities.

橡子

Student Interaction and Learning in Small Groupst studies have not used specific measures of student interaction that reflect the amount of elaboration contained in students’ interaction with one another. Further, the measures of student interaction used in most studies have typically reflected isolated behaviors rather than sequences of interaction among students.