Student Team Learning Techniques: Narrowing the Achievement Gap Between the Races. Report No. 228.

Autor/in	Slavin, Robert E.
Institution	Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.
Titel	Student Team Learning Techniques: Narrowing the Achievement Gap Between the Races. Report No. 228.
Quelle	(1977), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Programs; English Instruction; Grade 7; Grouping (Instructional Purposes); Junior High Schools; Peer Groups; Program Evaluation; Racial Differences; Secondary Education; Small Group Instruction; Social Relations; Student Motivation; Teaching Methods; Teamwork; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Schulleistung; English langauage lessons; Englischunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Grouping; Gruppenbildung; Sekundarstufe I; Gleichaltrigengruppe; Peer Group; Programme evaluation; Programmevaluation; Rassenunterschied; Sekundarbereich; Soziale Beziehung; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The gap in academic achievement between blacks and whites is one of the most serious problems in education today. Recent evidence suggests that this gap may be reduced without impairing the performance of whites if students are allowed to work in cooperative learning teams, as team techniques have been shown to increase academic achievement more for minority students than for anglos. This study tests findings with a student team technique called STAD, for Student Teams-Achievement Divisions. STAD is a generic learning technique capable of being used for any subject area in which objective tests can be given. Its most important feature is student teams, which are composed of four to five students of different past achievement. Each team is a cross-section of the class in terms of sex and race as well as academic achievement. The teams are given worksheets to study in pairs or as a group through peer tutoring. Students are tested on the material studied in the teams twice each week, and the individuals' scores are contributed to their team scores. However, the scores are first transformed to remove the effect of past achievement on present performance. Team success is rewarded by means of a weekly class newsletter. The subjects of the study were 65 seventh grade students in two English classes in a Baltimore junior high school. Results indicate that STAD does increase achievement dramatically for blacks, but only minimally for whites. Implications for education are discussed. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC