The Influence of Cooperative Learning Strategies on Teacher Practices, Student Perceptions of the Learning Environment, and Academic Achievement

Author:

Talmage Harriet1,Pascarella Ernest T1,Ford Sue2

Affiliation:

1. University of Illinois at Chicago

2. School District U-46, Elgin, Illinois

Abstract

This study describes the results of a 3-year evaluative investigation of teachers’ involvement in a cooperative goal structuring project. A specific focus is the efficacy of the project to enhance teacher use of cooperative goal structuring strategies with resultant changes in the classroom learning environment and achievement gains in reading and language arts. The results suggest that cooperative goal structuring strategies can be learned by teachers through longterm, in-service programs. Further, with prior achievement, grade level and initial cooperative environment perceptions held constant, length of teacher experience with cooperative grouping is significantly associated with both end-of-year reading achievement and student perceptions of the degree of cooperation in their learning environment. This does not hold for language arts achievement or for the hypothesis that degree of cooperation in the learning environment would directly influence student achievement.

Publisher

American Educational Research Association (AERA)

Subject

Education

Cited by 17 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Exploring a Century of Advancements in the Science of Learning;Review of Research in Education;2016-03

2. Cooperative Learning and Literacy: A Meta-Analytic Review;Journal of Research on Educational Effectiveness;2013-10

3. Cooperative Learning and Achievement: Theory and Research;Handbook of Psychology, Second Edition;2012-09-26

4. Understanding students' changing perceptions of their learning environments in four FE colleges in England;Educational Review;2007-11

5. Implementing a Research-Based Model of Cooperative Learning;The Journal of Educational Research;2005-07

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