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Office of Evaluation Research, and Professor of Urban Education Research, College of Education, Univer-COOPERATIVE LEARNING STRATEGIES sity of Illinois at Chicago
- Publisher
- SAGE
- Copyright
- Copyright © 2019 by American Educational Research Association
- ISSN
- 0002-8312
- eISSN
- 1935-1011
- DOI
- 10.3102/00028312021001163
- Publisher site
- See Article on Publisher Site
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.
Journal
American Educational Research Journal – SAGE
Published: Jun 23, 2016