Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning

ISBN-13: 9780521403030 / Angielski / Twarda / 1992 / 306 str.

Rachel Hertz-Lazarowitz; Norman Miller

Opis

Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning brings together current, related research from education, developmental psychology, and social psychology in an approach that is both integrative and analytical. Its intent is to provide an understanding of the dynamics of underlying processes that are fundamental to group interaction and its outcomes. The book is divided into four sections: 1.Developmental foundations and the social construction of knowledge; 2. Social skills and classroom factors influencing peer interactions; 3. The effects of task and reward structure on academic achievement; and 4. Factors influencing the promotion of positive intergroup relationships. Additionally, the editors provide an integrative conclusion with recommendations for implementation in applied settings, as well as a concise overview of the contributions.

Recenzje

'A very important contribution … It integrates contributions from developmental, educational, and social psychology … (providing) a basis for understanding the principles and processes that are involved in cooperative interaction in diverse educational and organizational settings.' Morton Deutsch

Spis treści

Introduction: an overview of the theoretical anatomy of cooperation in the classroom Rachel Hertz-Lazarowitz, Valerie Benveniste Kirkus and Norman Miller; Part I. Developmental Foundations and the Social Construction of Knowledge: 1. From convention to invention: three approaches to peer interaction during writing Sarah J. McCarthey and Susan McMahon; 2. Cooperative problem solving: a link to inner speech Barbara L. Bershon; 3. Children's instrumental help seeking: its role in the social acquisition and construction of knowledge Sharon Nelson-LeGall; Part II. Social Skills and Classroom Factors Influencing Peer Interactions: 4. Understanding interactive behaviours: looking at six mirrors of the classroom Rachel Hertz-Lazarowitz; 5. Testing a theoretical model of student interaction and learning in small groups Noreen M. Webb; 6. Scripted cooperation in student dyads: a method for analysing and enhancing academic learning and performance Angela M. O'Donnell and Donald F. Danscreau; Part III. The Effects of Task and Reward Structure on Academic Achievement: 7. When and why does cooperative learning increase achievement: theoretical and empirical perspectives Robert E. Slavin; 8. Positive interdependence: key to effective cooperation; Part IV. Factors Influencing the Promotion of Positive Intergroup Relations: 9. Social categorisation and intergroup acceptance: Principles for the design and development of cooperative learning teams Norman Miller and Hugh J. Harrington; 10. The impacts of role reversal and minority empowerment strategies on decision-making in numerically unbalanced cooperative groups Geoffrey M. Maruyama, Sharon Knechel and Renec Peterson; Conclusion: cooperative interaction: implications of current research for classroom application Rachel Hertz-Lazarowitz, Valerie Benveniste Kirkus and Norman Miller.