Structuring Cooperative Group Work in Classrooms

Autor/in	Gillies, Robyn M.
Titel	Structuring Cooperative Group Work in Classrooms
Quelle	In: International Journal of Educational Research, 39 (2003) 1-2, S.35-49 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/S0883-0355(03)00072-7
Schlagwörter	Cooperative Learning; Group Dynamics; Small Group Instruction; Teaching Methods; Socialization; Peer Influence; Peer Relationship; Student Motivation + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Gruppendynamik; Teaching method; Lehrmethode; Unterrichtsmethode; Socialisation; Sozialisation; Peer-Beziehungen; Schulische Motivation
Abstract	Cooperative, small-group learning is widely recognised as a pedagogical practice that promotes learning and socialisation across a range of curriculum areas from primary school through to high school and college. When children work cooperatively together, they learn to give and receive help, share their ideas and listen to other students' perspectives, seek new ways of clarifying differences, resolving problems, and constructing new understandings and knowledge. The result is that students attain higher academic outcomes and are more motivated to achieve than they would be if they worked alone. This paper provides an overview of five different studies that the author has conducted that demonstrate clearly the importance of explicitly structuring cooperative small-group work in classrooms if children are to derive the benefits widely attributed to this pedagogical practice. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10