Cooperative Learning and Achievement: Theory and Research

By R. Slavin, Eric A. Hurley, A. Chamberlain. 2003

255 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/77f1c727cb5e94801fbba00992f11ea2c594ee62

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Improving the effectiveness of collaborative group work in primary schools: effects on science attainment (2007, background): “Many of these studies demonstrate that with training and support, teachers using small groups can enhance certain forms of pupil learning and social interaction (Kulik & Kulik, 1992; Lou, Abrami, Spence, Poulsen, Chambers & d’Apollonia, 1996; Slavin et al., 2003).”
Group-to-Individual Transfer of Learning (2004, result): “Studies that do look at these effects have shown mixed results (Slavin, 1992; Slavin et al., 2003).”
Improving pupil group work interaction and dialogue in primary classrooms: results from a year‐long intervention study (2009, background): “There is now a substantial research literature indicating that cooperative and collaborative group work has positive, albeit modest, effects on pupil achievement, attitudes to school and learning and improved social interaction (Johnson & Johnson, 1985; O’Donnell & King, 1999; Slavin et al., 2003; W”
Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “Indeed, there is some empirical evidence for the better development of motivational variables in student-centred teaching in which cooperative learning environments are typically used than in teacher-centred methods of instruction (Slavin et al. 2003; Webb and Palincsar 1996).”
Effects of a Reciprocal Questioning Intervention on the Question Generation and Responding of Children with Autism Spectrum Disorder (2008, unknown): “To formulate a question about text, the reader must process the information read and create a question that reﬂects content (Palinscsar & Brown, 1984; Rosenshine et al., 1996; Slavin, Hurley, & Chamberlain, 2003).”
Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others (2011, background): “widely differing explanations of the effectiveness of collaborative learning have been proposed (Slavin et al. 2003).”
Co-operative learning: what makes group-work work? (2010, unknown): “Slavin et al. (2003) have proposed a theoretical model intended to acknowledge the contributions of each of the major theoretical perspectives and the likely role that each plays in co-operative learning processes.”
Cooperative learning and academic achievement: why does groupwork work? (2014, methodology): “…student achievement, there remains a controversy about why and how various cooperative learning methods affect achievement and, most importantly, under what conditions cooperative learning has these effects (Rohrbeck et al., 2003; Roseth et al., 2007; Sharan, 2002; Slavin, 2010, 2013; Webb, 2008).”
The Effect of a New Approach to Group Work on Pupil-Pupil and Teacher-Pupil Interactions. (2006, methodology): “In terms of group participation, many approaches to group work seek to overcome the problem that some members do not contribute equally to the group (e.g., by free riding or social loafing; Latane, Williams, & Harkins, 1979; Slavin et al., 2003).”
Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “For example, cooperative learning structures tend to work differentially for girls and boys, such that in mixed-gender groups girls perform less well than boys (see Slavin et al., 2003).”