Having Your Cake and Eating It Too: Maximizing Achievement and Cognitive-Social Development and Socialization through Cooperative Learning.

Autor/inn/en	Johnson, David W.; Johnson, Roger T.
Titel	Having Your Cake and Eating It Too: Maximizing Achievement and Cognitive-Social Development and Socialization through Cooperative Learning.
Quelle	(1982), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Cognitive Development; Cooperation; Educational Strategies; Elementary Secondary Education; Interpersonal Relationship; Outcomes of Education; Social Development; Socialization; State of the Art Reviews; Student Attitudes; Student Development; Teachers + Suchen Sie Ihr Suchwort? Schulleistung; Kognitive Entwicklung; Co-operation; Kooperation; Lehrstrategie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernleistung; Schulerfolg; Soziale Entwicklung; Socialisation; Sozialisation; Entwicklungsstand; Schülerverhalten; Lehrer; Lehrerin; Lehrende
Abstract	Research on the educational outcomes of cooperative learning strategies suggests that educators can "have their cake and eat it too" since these strategies have been found to promote simultaneously high achievement, constructive student-student relationships, positive attitudes toward subject areas, continuing education, critical thinking, cooperative tendencies, and psychological health. Cooperative strategies can eliminate the necessity of choosing between strategies which promote either academic achievement or cognitive development and socialization. This paper reviews the research on the relative impact of cooperative, competitive, individualistic, and traditional instructional methods on a wide range of eduational outcomes. Results of meta-analysis of the available research on two of the most frequent dependent variables in this education research, i.e., achievement and interpersonal relationships, are reported in detail including among others the use of higher quality reasoning strategies, higher level cognitive processing, mastery of social competencies, and development of sex-role identity. Major approaches to the development of cooperative learning strategies are described including:(1) direct application where specific curriculum procedures are used; and (2) conceptual application using general procedures and principles to formulate a unique set of instructional procedures. The immediate future directions of the research efforts on cooperation and schooling are discussed and problems with previous research are outlined. (JAC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC