Learning Achievements of Students in Cohort Groups

Reynolds, Kate; Hebert, F. Ted

doi:10.1080/07377366.1998.10400354

Cited by 21 publications

(11 citation statements)

References 13 publications

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“…The focus of this effort was on exploring these teachers' experiences as they completed the first 10 hours of the 12-hours education core over 10 months spanning summer, fall, and spring sessions (students completed the last 2-credit hours of the 12-hours core in the summer after the study was completed). This is a particularly important stage of cohort development because as research by Reynolds and Hebert (1998) had demonstrated, cohorts deviate most from non-cohort groups in learning and behavior during the first year of their programs.…”

Section: Setting and Participantsmentioning

confidence: 97%

“…The emergence of strong emotional ties has been linked to positive student outcomes, including reduced attrition (Reynolds & Hebert, 1998) and an increased sense of emotional support (Norris & Barnett, 1994). However, other researchers, such as Teitel (1997), noted that some students report that they and their classmates were "boxed into" defined roles in the cohort.…”

mentioning

confidence: 98%

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The Evolving Meaning and Influence of Cohort Membership

Maher

2005

Innov High Educ

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This study examined the experiences of 13 graduate students enrolled in a closed, lock-step master's degree of the education cohort program. Interview and observational data, collected over 10 months and across four courses, were qualitatively analyzed to explore students' understanding of the meaning of cohort membership and how that membership both shaped their educational experience and the development of peer and instructor relationships. Results indicate that both the meaning and influence of cohort membership were fluid and evolved as students progressed in their program, changing from an inconsequential to a significant meaning and from a modest to a deep influence.

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Section: Setting and Participantsmentioning

confidence: 97%

mentioning

confidence: 98%

The Evolving Meaning and Influence of Cohort Membership

Maher

2005

Innov High Educ

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“…Limiting the cohort to a select group of new hires who bring comparable proficiency to the experience enhances professional learning and skill development (Barnett, Basom, Yerkes, & Norris, 2000;Reynolds & Hebert, 1998;Peel, Wallace, Buckner, Wrenn, & Evans, 1998) because it creates a learning environment where all participants experience a sense of belonging (feeling valued and accepted), understand their collective purpose (sharing common commitment and goals), and actively and purposefully engage in group learning activities (recognizing the value of interdependence and interaction) (Barnett et al, 2000).…”

Section: The Benefits Of Cohort Learningmentioning

confidence: 99%

Creating Community Through Cohort Learning: A Training Model for Youth Development Professionals

Shanahan

Sheehan

2020

JYD

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University of Minnesota Extension Center for Youth Development (CYD) initiated a learning cohort for their local youth development professionals, 4-H Extension educators (EEs) to fulfill a need to better support staff beyond onboarding. The Youth Development Learn and Lead (YDLL) cohort is grounded in integrative leadership that influences professional relationship building through the sharing of applicable skills and theory across hierarchical boundaries while providing a community of practice to discuss ideas and share resources. The cohort has positively impacted employee engagement and has shown impressive results around networking, relationship building, and learning objectives. The YDLL cohort has been deemed an essential training by CYD, and has been replicated internally to encompass a larger audience with unique staff development needs.

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“…An "accelerated program" enables students to obtain college credits, certifi cates, and degrees in less time than traditional programs require (Wlodkowski, 2003). A "cohort" is a group of 10 to 30 students that enroll at one time and advance through a program taking the same courses at the same time (Chairs, McDonald, Shroyer, Urbanski, & Vertin, 2002;Reynolds & Herbert, 1998). The combination of accelerated programs and cohorts creates a dynamic process that offers students a unique opportunity to achieve their educational goals.…”

mentioning

confidence: 98%