Literaturnachweis - Detailanzeige
| Autor/inn/en | Stevens, Robert J.; Slavin, Robert E. |
|---|---|
| Titel | Effects of a Cooperative Learning Approach in Reading and Writing on Academically Handicapped and Nonhandicapped Students. |
| Quelle | In: Elementary School Journal, 95 (1995) 3, S.241-62Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0013-5984 |
| Schlagwörter | Academic Achievement; Cooperative Learning; Elementary Education; Elementary School Students; Grouping (Instructional Purposes); Instructional Effectiveness; Language Arts; Learning Disabilities; Mainstreaming; Metacognition; Reading Instruction; Student Attitudes; Teaching Methods; Writing Instruction Schulleistung; Kooperatives Lernen; Elementarunterricht; Grouping; Gruppenbildung; Unterrichtserfolg; Sprachkultur; Learning handicap; Lernbehinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseunterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht |
| Abstract | A two-year study determined the effects of a comprehensive cooperative-learning approach to reading and language arts instruction on students' achievement, attitudes, and metacognitive awareness. Students in second through sixth grades, some mainstreamed academically handicapped, worked in heterogeneous learning teams on reading and writing activities. Results favored the cooperative program over regular instruction and pull-out remedial programs. (TJQ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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