Instructional Goal Structure: Cooperative, Competitive, or Individualistic

Johnson, David W.; Johnson, Roger T.

doi:10.3102/00346543044002213

Cited by 365 publications

(162 citation statements)

References 90 publications

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“…The compromise was that students would frame in small groups, where they would receive peer support but also have substantial personal responsibility for the task. This decision was supported by suggestions in the literature that such cooperative learning structures facilitate achievement in problem-solving tasks, increase student involvement, and improve attitudes toward instruction (Johnson & Johnson, 1974;Slavin, 1980Slavin, , 1983. Several studies suggest that in complex learning activities such as studying texts, the use of cooperative groups results in higher achievement and greater retention of content area information when compared with individualistic competitive structures (Johnson, Maruyama, Johnson, Nelson, & Skon, 1981;Slavin, 1980Slavin, , 1983.…”

Section: Introduction To Rounds 2-4mentioning

confidence: 54%

Improving Content-Area Reading Using Instructional Graphics

Armbruster¹

1991

Reading Research Quarterly

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The purpose of this study was to investigate the effectiveness of using a particular type of instructional graphic, a "frame," on fourth and fifth graders' ability to learn from reading their social studies textbooks. Six fourth-and six fifth-grade teachers taught social studies using either frames or the instruction suggested in the teacher's edition of the regular classroom social studies textbook. The treatment was repeated in four rounds (replications) during the school year. The major result from the combined analysis of the four rounds is that for fifth graders but not necessarily for fourth graders, framing was a more effective instructional technique than was the instruction suggested in the teacher's edition.Improving Content Area Reading -2 IMPROVING CONTENT AREA READING USING INSTRUCTIONAL GRAPHICSStudents have difficulty understanding and learning from informational text. A recent summary of findings from the National Assessment of Educational Progress (Applebee, Langer, & Mullis, 1989) includes this dismal conclusion about the reading ability of American students:The failure of 61 percent of the 17-year-olds to demonstrate the ability to find, understand, summarize, and explain relatively complicated information, including material about topics they study in school, suggests that most students leaving secondary school do not have the comprehension skills often needed in the worlds of higher education, business, or government. 1983). Mayer (1984Mayer ( , 1989) presents an oversimplified, but nonetheless useful, conceptualization of the cognitive processes involved in meaningful learning from text. According to Mayer, meaningful learning depends on three basic processes--selecting, organizing, and integrating information.The first process, selecting, involves paying attention to the information in the text and, in particular, focusing attention on information that is relevant to the goals or task demands of the learning situation. The second process, organizing, involves arranging the units of selected information into a coherent mental structure. Mayer (1984) refers to this step as "building internal connections," or constructing logical relationships among ideas in the text. The third process, integrating, involves connecting the coherently organized information to existing cognitive structures. This process is also referred to as "building external connections" because it entails linking information from the text to information external to the text (but internal to the reader) (Mayer, 1984).The more elaborate and rich the internal and external connections among units of information, the more available and accessible the information is for later use (Prawat, 1989). Availability and accessibility of knowledge are hallmarks of meaningful learning.Expert, or skilled, readers are adept at all three basic cognitive processes, but novice (younger or poorer) readers are not. Among the readers who appear to have difficulty with these processes when it comes to learning from informational text are c...

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Section: Introduction To Rounds 2-4mentioning

confidence: 54%

Improving Content-Area Reading Using Instructional Graphics

Armbruster¹

1991

Reading Research Quarterly

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“…Moreover, learning and motivation are influenced by whether students study cooperatively rather than alone (Johnson & Johnson, 1974;Sharan, 1980;Slavin, 1983). Similarly, these performances might be adversely affected by grading practices.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

Miller

Adkins

Hooper³

1993

Journal of Reading Behavior

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This study evaluated the literacy assignments elementary teachers use in their reading and language arts instruction, the reasons why they use a particular assignment, and how students react to different assignments. The project was initiated by teachers (three third-grade and three fourth-grade) and their principal because they believed students failed to see how various reading and language arts skills were related to one another, had difficulties applying such skills whenever they had to read or write lengthy prose, and did not want to complete assignments unless they received extrinsic rewards. Furthermore, teachers said teaching was no longer as satisfying as it had been in previous years. To evaluate their concerns we examined whether their literacy assignments included those characteristics that foster student learning and motivation and we interviewed the teachers and principal about why they believed teaching was no longer as satisfying as it had once been. Interviews indicated that teachers and the principal believed accountability pressures to increase standardized achievement test scores strongly influenced their school's reading and language arts instruction. Teachers said they attempted to raise students' scores by emphasizing the standardized achievement test skills. To maximize skill coverage, teachers said they avoided literacy assignments that required the reading of lengthy texts, sophisticated writing, and lengthy discussions. Evaluations of their literacy assignments confirmed their statements; students seldom completed classwork which required sophisticated writing or reading. Student interviews showed that they were bored with these assignments or did them because they expected extrinsic rewards. Whenever they completed a more complex literacy assignment (i.e., those that required the writing of single or multiple sentences or paragraphs), students said they were challenged and enjoyed learning for learning's sake. Discussion focuses on the implications 69

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“…Many research studies characterize the positive effects of face-to-face interaction in cooperative classrooms. Such effects comprise providing group members with effective assistance (Johnson & Johnson 1981, Webb & Cullian, 1983, exchanging information and materials (Crawford & Haaland, 1972;Johnson & Johnson, 1974), providing group members with feedback for improving the subsequent performance of their assigned tasks and responsibilities (Ryan, 1982), challenging each other's conclusions (Johnson & Johnson, 2007), advocating the exertion of effort to achieve mutual goals (Wicklund & Brehm 1976), influencing each other's efforts to achieve the group's goals (Crombag, 1966), acting in trusting and trustworthy ways (Johnson & Noonan, 1972), being motivated to strive for mutual benefit (Deutsch 1949;, and exploring different points of view .…”

Section: Definition Of Cooperative Learningmentioning

confidence: 99%

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Tran¹

2013

IJHE

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Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional teaching method, there are many misunderstandings and disagreements about the reasons why. This paper investigated this question and suggested a range of theoretical models to explain the effectiveness of cooperative learning. These theoretical perspectives include the social interdependence theory, the cognitive perspective, and the social learning theory, all of which contribute to the theory of learning known as constructivism.

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Instructional Goal Structure: Cooperative, Competitive, or Individualistic

Cited by 365 publications

References 90 publications

Improving Content-Area Reading Using Instructional Graphics

Improving Content-Area Reading Using Instructional Graphics

Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

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