The Social and Academic Effects of Cooperative Learn Strategy Instruction in Inclusive Elementary Classes

Autor/inn/en	Vernon, D. Sue; Schumaker, Jean Bragg; Deshler, Donald D.
Titel	The Social and Academic Effects of Cooperative Learn Strategy Instruction in Inclusive Elementary Classes
Quelle	In: Learning Disability Quarterly, 45 (2022) 3, S.185-198 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vernon, D. Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720944164
Schlagwörter	Elementary School Students; Cooperative Learning; Grade 4; Grade 5; Students with Disabilities; Learning Disabilities; Interpersonal Competence; Skill Development; Learning Strategies; Academically Gifted; Teacher Attitudes; Student Attitudes; Program Effectiveness; Kansas + Suchen Sie Ihr Suchwort? Kooperatives Lernen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerverhalten; Schülerverhalten
Abstract	This study reports the effects of instruction of elementary students in a complex package of social and academic skills designed for use in cooperative groups while studying important information in inclusive general education classes. Twenty-five teachers and 519 fourth and fifth graders, including 45 students with learning disabilities (LD), participated. A pretest/posttest control-group design with random assignment was used to determine the effects of the instructional program. Data were analyzed for students with LD, all students with exceptionalities, and average-achieving (AA) students. Results indicated that experimental students' scores on study-group performance, study-card creation, and tests of social and academic knowledge were significantly higher than control students' scores. Furthermore, the number of prosocial behaviors and teamwork behaviors significantly increased for all subgroups of experimental students during study-group tasks, including students with LD and students with exceptionalities. Also, the number of antisocial behaviors significantly decreased for students with LD and students with exceptionalities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01