The Effects of Using Cooperative Learning Groups in an Accelerated Algebra 1 Class
The Effects of Using Cooperative Learning Groups in an Accelerated Algebra 1 Class

Author: Heather Caruso

Publisher:

Published: 2008

Total Pages: 130

ISBN-13:

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The purpose of this research was to reflect on current teaching practices and develop strategies that would engage and support all students in learning. Building upon prior studies, it was the researcher's intent to examine the effects of using cooperative learning groups with an accelerated math class. For this research, a nonexperimental design was used. The study involved 56 seventh and eighth grade students. The study took place at a middle school in Southern California. The researcher used a pre-test and post-test to determine academic achievement within a three week period. The researcher taught the control group using a teacher-centered approach and the experimental group was taught using cooperative learning groups. The results from this study indicate that the use of cooperative grouping was beneficial to the overall class as well as the top students in each class. KEYWORDS: Accelerated math class, cooperative grouping, middle school, non experimental design, teacher-centered approach

Cooperative Learning
Cooperative Learning

Author: Spencer Kagan

Publisher: Kagan Cooperative Learning

Published: 1994

Total Pages: 384

ISBN-13:

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Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t.

Cooperative Learning and the Collaborative School
Cooperative Learning and the Collaborative School

Author: Ronald S. Brandt

Publisher:

Published: 1991

Total Pages: 230

ISBN-13:

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Cooperation in the classroom counteracts well-established routines and values that nearly all adults and many educators take for granted. Education remains a fiercely competitive enterprise, and individualistic notions of professionalism predominate. Despite the continued importance of independence, initiative, and personal achievement, today's schools are experimenting with consideration, sharing, collegiality, and commitment to group goals. This volume contains readings from recent editions of "Educational Leadership" on cooperative learning and collaborative schools, beginning with Robert Slavin's introduction and Ronald Brandt's insistence that cooperation is not un-American. The articles in the second section discuss various cooperative learning models, including Team Assisted Individuation, Cooperative integrated Reading and Composition, and Group Investigation. The third section is devoted to implementation of cooperative learning, and the fourth section highlights the idea of schools as caring communities developed through group work. The sixth section provides ideas on how to get started, and the seventh section summarizes controversies among various researchers. The final section presents articles on the collaborative school, focusing on developing teacher collegiality, cooperative professional development, and school improvement efforts. The volume ends with an extensive annotated bibliography divided into nine parts. (MLH)

The Impact on Math Skills Through Cooperative Learning Groups with Kindergarten Students
The Impact on Math Skills Through Cooperative Learning Groups with Kindergarten Students

Author: Melinda L. Cairney

Publisher:

Published: 2008

Total Pages: 106

ISBN-13:

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Kindergarten math curriculum does not provide challenging material for studies. Cooperative learning groups were implemented over an eight-week period to provide a challenging supplement to the math curriculum during the fall of the 2008-2009 school year. Pre and postunit tests were given to assess the prior knowledge of the students and measure it against growth made during the treatment time. Students were also interviewed prior to and following each chapter covered. This interview assessed the student's ability to apply concepts to real-life situations. Students within the cooperative learning groups were compared to students working independently. A weekly observation was also made of each student within the treatment group to record the behaviors within the cooperative learning group to ensure students were acting appropriately within the group. Results showed some growth in both the control and treatment groups. However, the growth was not substantial.