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Autor/inn/enJohnson, David W.; Johnson, Roger
TitelClassroom Conflict: Controversy Versus Debate in Learning Groups.
QuelleIn: American Educational Research Journal, 22 (1985) 2, S.237-56Infoseite zur ZeitschriftVerfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; Zeitschriftenaufsatz
SchlagwörterAptitude Treatment Interaction; Classroom Research; Conflict; Controversial Issues (Course Content); Debate; Disabilities; Grade 6; Grouping (Instructional Purposes); Individual Instruction; Intermediate Grades; Learning Strategies; Mainstreaming; Outcomes of Education; Sex Differences; Student Attitudes
AbstractThe effects of two types of structured academic conflict, controversy and debate, were compared with individual study on a number of dependent variables. Sixth graders (n=72) were assigned conditions on a stratified random basis controlling for sex, reading ability, and handicapping conditions. Results indicated that controversy promoted the most positive outcomes. (Author/BS)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2004/1/01
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