Effects of cooperation and feedback by fellow-pupils on spelling-achievement

Research on Cooperative Learning and Achievement: What We Know, What We Need to Know

“…In the other group, students earned team scores if their members improved each week on quizzes. A comparison of the two groups on a reading comprehension test found greater gains for the strategy group (also see Meloth & Deering, 1994) Berg (1993 and Newbern et al (1994) found positive effects of scripted dyadic methods that did not use group rewards, and Van Oudenhoven, Wiersma, & Van Yperen (1987) found positive effects of structured pair learning whether feedback was given to the pairs or only to individuals.…”

“…One is the series of studies by Dansereau (1988) and his colleagues in which pairs of college students proceeded through a structured sequence of activities to help each other learn complex technical information or procedures (see O'Donnell & Dansereau, 1992). Another was two Dutch studies of spelling which also involved dyads and in which the study behavior (quizzing each other in turn) was structured and obviously beneficial (Van Oudenhoven, Wiersma, & Van Yperen, 1987;Van Oudenhoven, Van Berkum, & Koopmans, 1987). In contrast to cooperative methods using group goals and individual accountability to indirectly motivate students to teach each other, these methods allow the teacher to directly motivate students to engage in structured turn taking behaviors known to increase learning.…”

Effect of first‐grade classroom environment on shy behavior, aggressive behavior, and concentration problems

“…Ecological and developmental epidemiological models of life course development highlight the role of classrooms as unique socialization environments that complement the socialization experiences within the family, peer group, and other main social fields in which the life course evolves (Bronfenbrenner, 1979;Kellam et al, 1991). Results of educational research on classroom predictors of achievement highlight the role of instructional strategies (Bell & McGraw-Burrell, 1988;Slavin, 1987;Umbach, Darch, & Halpin, 1989;Van-Oudenhoven, Wiersema, & Van-Yperen, 1987), classroom management strategies (Berliner & Casanova, 1987;Brown & Saks, 1986;Dreeben & Gamoran, 1986), and ability grouping (Dawson, 1987;Gamoran, 1986;Slavin, 1987Slavin, , 1988. The educational research often stops short of considering how the child's classmates' achievement level or behavior is related to the child's own achievement and to the child's broader behavioral, psychological, and psychiatric status.…”