Cooperative Learning in Middle Schools: Interrelationship of Relationships and Achievement

Autor/inn/en	Johnson, David W.; Johnson, Roger T.; Roseth, Cary
Titel	Cooperative Learning in Middle Schools: Interrelationship of Relationships and Achievement
Quelle	In: Middle Grades Research Journal, 5 (2010) 1, S.1-18 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Middle School Students; Academic Achievement; Cooperative Learning; Teaching Methods; Interpersonal Relationship; Peer Teaching; Social Development; Mental Health; Psychological Patterns; Cooperation; Group Activities + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Peer group teaching; Peer Group Teaching; Soziale Entwicklung; Psychohygiene; Co-operation; Kooperation; Gruppenaktivität
Abstract	When students enter middle school, they face 2 major challenges, one involving the biological, cognitive, and socioemotional changes they are going through, and another involving the transition from elementary to middle school. Peer learning has considerable influence on how well they manage these challenges. The research that exists on peer learning, however, indicates it can have positive or negative effects on students' achievement and well-being, depending on the nature of the program and how it is implemented. Perhaps the most important peer learning program is cooperative learning, because it is based on social interdependence theory and the hundreds of research studies. The research indicates that cooperation promotes greater efforts to achieve, more positive relationships, and greater psychological health than do competitive or individualistic efforts. In middle school students the quality of peer relationships accounts for 33 to 40% of the variance in achievement of middle school students. These outcomes are expected only when cooperative learning is structured to include positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and group processing. Based on these results, 3 types of cooperative learning have been operationalized: formal cooperative learning, informal cooperative learning, and cooperative base groups. In implementing the 3 types of cooperative learning, teachers will want to encourage the development of personal relationships, which in turn will tend to increase their academic and social integration into middle school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10