Disentangling the Effects of Curricular Revision and Social Grouping within Cooperative Learning Arrangements.

Autor/inn/en	Cushing, Lisa Sharon; Kennedy, Craig H.; Shukla, Smita; Davis, Jo; Meyer, Kim A.
Titel	Disentangling the Effects of Curricular Revision and Social Grouping within Cooperative Learning Arrangements.
Quelle	In: Focus on Autism and Other Developmental Disabilities, 12 (1997) 4, S.231-40Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Cooperative Learning; Curriculum Development; Disabilities; Inclusive Schools; Instructional Effectiveness; Junior High Schools; Peer Groups; Peer Relationship; Social Behavior; Social Environment; Time on Task + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Handicap; Behinderung; Inclusive school; Integrative Schule; Unterrichtserfolg; Sekundarstufe I; Gleichaltrigengruppe; Peer Group; Peer-Beziehungen; Social behaviour; Soziales Verhalten; Soziales Umfeld; Zeitaufwand
Abstract	This study of social grouping versus curricular revision components of cooperative learning involved 2 eighth-grade students with moderate/severe disabilities and 22 peers. Both conditions occasioned high levels of active engagement by students with and without disabilities. The study concluded that benefits from such curricular revision are not being maximized within typical cooperative learning groups' social interaction formats. (Author/CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01