High- and Otherwise-Achieving Students’ Expectations of Classroom Group Work: An Exploratory Empirical Study

Individualized Assignments, Group Work and Discussions: How They Interact With Class Size, Low Socioeconomic Status, and Second Language Learners

“…A similar interaction for the reading model was found, where learners with a higher ability level did worse with more group work. This supports the findings of Cera Guy et al (2019), who found that higher ability learners may not be more engaged by group work settings and that they produce a similar amount of effort as if they were working individually. However, this would likely result in no difference, whereas we found a negative coefficient in this case.…”

“…Meanwhile in a qualitative study in Iceland, Benediktsson and Ragnarsdottir (2019) found that some immigrant children had very positive experiences and others negative experiences with group work. Relatedly, another exploratory study recently indicated that high achieving children may experience group work quite differently than other children (Cera Guy et al, 2019) and that they may not be more motivated or engaged by it. In the same token, learners with a migration background may be more worried and anxious about participating in classroom discussions, leading to a lower level of participation and fewer benefits (Maeda, 2017).…”

Issues in introducing collaborative learning in South East Asia: A critical discussion

“…Second, in cooperative learning, the unit of activities is likely to be groups, and an emphasis is given to preforming the given roles in order to produce correct answers; it is rather difficult for an individual student who is stumbling or facing issues to stop the activities. Therefore, cooperative learning tends to result in having some bystanders (Radinsky, 2008) or free-riders (Cera Guy et al, 2019; Topping et al, 2011; Zambrano et al, 2019) who do not participate in learning activities, as the authors observed in the classrooms. In addition to these factors, with conditions like role division (de Beer and Petersen, 2017; Johnson, 2009; Law, 2014; Svechkarev and Grygorovych, 2016) and rewards (Johnson, 2009; Sears and Pai, 2012; Slavin, 2015; Unrau et al, 2015) it would become harder for those with questions to seek for help.…”

Soledad en la Alta Capacidad Intelectual: Factores de Riesgo y Estrategias de Afrontamiento

“…El niño o el adolescente con ACI no tiene por qué ser necesariamente solitario en el contexto de la escuela o amistades (French et al, 2011), cuando son aceptados, respetados e integrados socialmente disfrutan a través de la relación social con otras personas, pueden asumir roles de líderes con facilidad y desarrollan una elevada autoestima (Gotlieb et al, 2016;Guy et al, 2019;Reis y Renzulli, 2004).…”

“…Trabajar con personas diferentes en la producción de trabajos creativos e innovadores y construir una simulación detallada de eventos sociales a través de interacciones sociales positivas promueve la cooperación, las conductas prosociales y la capacidad de empatía. Los alumnos con ACI prefieren trabajar con otros cuando están seguros de que el trabajo colaborativo es relevante y será compartido de una manera equitativa, cuando la tarea puede beneficiarse de un esfuerzo combinado y cuando el entorno proporciona apoyo social y cognitivo (Cera Guy et al, 2019). Es más, cuando perciben que su trabajo es apreciado por los maestros y sus compañeros son los que tienen mayor preferencia por trabajar en colaboración (French et al, 2011).…”