The effects of cooperative learning on junior high school students during small group learning

By Robyn M. Gillies. 2004

323 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/71d12272523c495f8bb132a57fb915885b6beb3e

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Citations in the corpus

Cooperative Learning: Review of Research and Practice. (2016, background): “However, students can be taught to talk and reason and problem-solve together which, in turn, has been shown to contribute to the development of individual reasoning, problem-solving and learning (Gillies, 2004, 2006, 2008; Mercer et al., 2004).”
Promoting academically productive student dialogue during collaborative learning (2017, background): “Teachers need to be strong advocates for inducting students into different ways of thinking and learning by making explicit how to express ideas, seek help, contest alternative propositions, and reason cogently (Gillies, 2004a).”
The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students (2009, background): “For example, using cooperative, interactive teaching strategies may promote cohesion and belonging among students, given that they need to learn to work together (Gillies, 2004).”
Cooperative Learning: Developments in Research (2014, result): “Similar results have been reported by Gillies (2003, 2004, 2006, 2008) who has consistently found that students obtain higher learning outcomes and they are more willing to cooperate when they work in structured small groups where they are interdependently linked together so that all group members…”
Assessing Teacher Candidates' General Pedagogical/Psychological Knowledge: Test Construction and Validation. (2011, background): “We placed a particular focus on teachers’ knowledge of cooperative learning (see example item in Table 1), mainly because this is one area of classroom instruction with a solid empirical knowledge base about its effectiveness (e.g., Cohen, 1994; Ellis, 2001; Gillies, 2004; Johnson & Johnson, 1994; S”