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Autor/inn/enZhang, Xin; Anderson, Richard C.; Morris, Joshua; Miller, Brian; Nguyen-Jahiel, Kim Thi; Lin, Tzu-Jung; Zhang, Jie; Jadallah, May; Scott, Theresa; Sun, Jingjing; Latawiec, Beata; Ma, Shufeng; Grabow, Kay; Hsu, Judy Yu-Li
TitelImproving Children's Competence as Decision Makers: Contrasting Effects of Collaborative Interaction and Direct Instruction
QuelleIn: American Educational Research Journal, 53 (2016) 1, S.194-223 (30 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0002-8312
DOI10.3102/0002831215618663
SchlagwörterGrade 5; Elementary School Students; Hispanic American Students; African American Students; Direct Instruction; Cooperative Learning; Experimental Groups; Control Groups; Teaching Methods; Essays; Decision Making; Assignments; Influences; Competence; Thinking Skills; Novelty (Stimulus Dimension); Animals; Social Problems
AbstractThis research examined the influence of contrasting instructional approaches on children's decision-making competence. A total of 764 fifth graders, mostly African Americans and Hispanic Americans, from 36 classrooms in eight public schools serving children from low-income families completed a six-week unit on wolf management, using either direct instruction or collaborative groups, or were waited-listed controls. Analysis of children's essays on a topic unrelated to wolves revealed that students who participated in collaborative groups but not students who received direct instruction acquired decision-making strategies and transferred them to the novel task. Students in collaborative group work classrooms wrote essays that were significantly better than essays of students from direct instruction classrooms in each of the three aspects of decision making that were evaluated--considering more than one side of a dilemma, comprehensiveness of reasons, and weighing the importance of reasons. In contrast, direct instruction students performed no better than uninstructed control students. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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