Cooperative Learning and Peer Acceptance of Students with Learning Disabilities

Putnam, JoAnne W.; Markovchick, Kathryn; Johnson, David W.; Johnson, Roger T.

doi:10.1080/00224545.1996.9712250

Cited by 41 publications

(18 citation statements)

References 6 publications

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“…Locating capable and agreeable learning partners for special and remedial education students is complicated by some students' perception that special education and remedial students are less desirable work partners (Putnam, Markovchick, Johnson, & Johnson, 1996). After reviewing observational studies of special education students in cooperative learning, Jenkins and O'Connor (2003) concluded, "Finding suitable partners for children with LD was among the stiffest challenges for teachers, and in this endeavor they were not always successful" (p. 423).…”

Section: Discussionmentioning

confidence: 99%

How Cooperative Learning Works for Special Education and Remedial Students

Jenkins

Antil

Wayne

et al. 2003

Exceptional Children

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This study reports new analyses from an earlier study by Antil, Jenkins, Wayne, & Vadasy (1998) in which 21 general education classroom teachers were interviewed about their use of cooperative learning. We report teachers' perceptions of how cooperative learning benefits special education and remedial students, the percentage of these students who consistently participated in classroom cooperative learning activities, its efficacy for these students, and the kind of modifications teachers made for students with special needs. Teachers were generally positive about cooperative learning's efficacy for students with learning problems, while acknowledging that it worked better for some students than others. Major benefits were improved self-esteem, a safe learning environment, and better classroom success rates and products. The primary modification for special and remedial education students was selecting suitable partners for them.

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Section: Discussionmentioning

confidence: 99%

How Cooperative Learning Works for Special Education and Remedial Students

Jenkins

Antil

Wayne

et al. 2003

Exceptional Children

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“…Teachers may also see the need for mixed ability groups as an additional source of difficulty, since it often means placing a disruptive pupil among others who work well together with possible problematic consequences. However, Putnam, Markovchick, Johnson, and Johnson (1996) found that when such children are placed with others there are positive socialising effects. By way of contrast, Brinton, Fujiki, and Higbee (1998) suggests that aggression or withdrawal is a more typical response.…”

Section: Possible Impediments To the Use Of Group Workmentioning

confidence: 98%

Group work and whole‐class teaching with 11‐ to 14‐year‐olds compared

Galton

Hargreaves²,

Pell

2009

Cambridge Journal of Education

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This article compares the academic performance and classroom behaviour of pupils when taught new concepts or engaged in problem solving in sessions organised either as cooperative group work or whole class, teacher directed instruction. Comparisons of attainment were made in classes of pupils aged 11 to 14 years (Key Stage 3) in English, mathematics and science. Pupils were also observed, mainly during the introductory phase of the topic under investigation, using a specially designed structured observation schedule. The attainment results suggest that a grouping approach is as effective, and in some cases more effective, than when whole class teaching is used. Classroom observation indicated that there were more sustained, higher cognitive level interactions when pupils worked in groups than during whole class discussions. It is argued in conclusion that the group work results could be improved still further if teachers gave more attention to training pupils to work in groups and if more time was given to debriefing after group work.

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“…Issues addressed are: altruistic attitudes in children (Frydman et al 1995) the social acceptance of children with special needs (Circle of friends, Frederickson and Turner 2002), social and personal support (Helping Friends, Dillon and Swinbourne 2007), positive peer culture (Opp et al 2007), strength-based program (Heckenlaible-Gotto andRoggow 2007), the social interaction skills of children with Asperger syndrome (SODA, Bock 2007); cooperative learning (Putnam et al 1996), structured cooperative learning (Gillies 2004), Jigsaw classroom environment (Walker and Crogan 1998), peer-mediated instruction and peer tutoring and their application for special needs pupils (Maheady et al 1991;Kamps et al 1998).…”

Section: Helpfulnessmentioning

confidence: 99%

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Westling

2009

Soc Psychol Educ

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This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics of educational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments. Definition and rationale of social climateThe social climate in educational settings is shaped by the relationships between teachers and students, and between students. The quality, quantity and directions of these relationships influence the social climate, affecting further students' self-concept, motivation and performance (Fraser 1986). Learning environment research has showed that quantitative and qualitative aspects of educational settings can be described and

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Cooperative Learning and Peer Acceptance of Students with Learning Disabilities

Cited by 41 publications

References 6 publications

How Cooperative Learning Works for Special Education and Remedial Students

How Cooperative Learning Works for Special Education and Remedial Students

Group work and whole‐class teaching with 11‐ to 14‐year‐olds compared

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

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