Structuring cooperative group work in classrooms

By Robyn M. Gillies. 2003

323 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a4bd65132a05d567d73445cb612431d266e5e1ab

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Dialogic interactions in the cooperative classroom (2016, background): “Gillies (2003) found that when students work cooperatively together, they develop an understanding of the unanimity of purpose of the group and the need to help and support each other’s learning and will provide help even when it is not explicitly requested.”
The effects of pupil grouping : literature review (2005, background): “The interventions compare co-operative and collaborative approaches to ‘traditional’ teaching methods covering the same topic area, and results from these studies have been thoroughly documented over the years (see Pepitone, 1980; Johnson & Johnson, 1987; Slavin, 1990; Gillies & Ashman, 2003).”
Improving the effectiveness of collaborative group work in primary schools: effects on science attainment (2007, background): “It is well known (see Gillies, 2003 ) that pupils need to have the skills to communicate effectively through listening, explaining and sharing ideas.”
Accounting Undergraduates' Perceptions of Cooperative Learning as a Model for Enhancing their Interpersonal and Communication Skills to Interface Successfully with Professional Accountancy Education and Training (2009, background): “However, whilst small group work is central to the ethos of a cooperative learning environment, simply placing students into groups and requiring them to work together will not necessarily ensure that cooperative learning is attained (see for example, Hite, 1996; Gillies, 2003).”
The Effect of a New Approach to Group Work on Pupil-Pupil and Teacher-Pupil Interactions. (2006, background): “It is often intimated that pupils need the communication skills in order to engage in collaborative discussions (Gillies, 2003; Webb & Farivar, 1994).”
Cooperative Learning: Review of Research and Practice. (2016, background): “The evidence for the success of cooperative learning as a pedagogical practice that promotes both socialization and learning is overwhelmingly supported with meta-analyses by Johnson et al. (1981), Johnson and Johnson (2002), Roseth et al.”
Effects of a Cooperative Learning Program on the Elaborations of Students During Help Seeking and Help Giving (2005, methodology): “In comparison with the effect sizes found in this earlier Dutch study and the studies of Webb and Farivar (1994), Gillies (2003a), and Swing and Peterson (1982), the effect sizes revealed in the present study were larger.”
Mapping Children’s Discussions of Evidence in Science to Assess Collaboration and Argumentation (2006, background): “Differences in definition are not accepted by all (Bruffee, 1995) and, while being aware of this distinction, our position lies somewhere between the two; much of what we refer to in our analysis of groupwork could be referred to as cooperative (Gillies, 2003), but the unstructured nature of the wor”
Teachers' reflections on cooperative learning: Issues of implementation (2010, background): “However, because of the time and planning teachers need to invest in teaching these skills, they are often neglected or taught on an ad hoc basis (Gillies, 2003b; 2008; Webb, 2009).”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “Gillies (2003) suggests that listening, explaining, and the sharing of ideas completes a model capable of capturing those collaborative interactions which support the realization of individual goals.”
Improving pupil group work interaction and dialogue in primary classrooms: results from a year‐long intervention study (2009, background): “Given these shortcomings in peer discussion skills, recommendations that children be trained in communication skills have been widespread (Gillies, 2003; Simon, Erduran, & Osborne, 2002).”
Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics? (2017, background): “It is widely used (Gillies, 2003) and considered highly desirable in the community and workplace (Barron, 2000).”
‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, background): “Effective training programs include instructing students in explaining their problem-solving strategies (instead of just giving the answer, Gillies, 2003, 2004; Swing & Peterson, 1982; Webb & Farivar, 1994), giving conceptual rather than algorithmic explanations (Fuchs et al., 1997), justifying…”
Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. (2007, background): “An overview of numerous findings that are favorable for cooperative learning and teaching methods overall, but are also heterogenous ( Gillies, 2003a, 2003b ), emphasized that it is structured forms of cooperative learning in particular that lead to better learning outcomes than traditional methods ”