Can Groups Learn

By E. Cohen, R. Lotan, Percy L. Abram, B. Scarloss, Susan E. Schultz. 2002

120 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b803552e9f2795aafb6c53c896bcf23a7caa54b1

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In Education

In Sociology and Political Science

Citations in the corpus

Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. (2008, background): “There is strong evidence supporting the success of Complex Instruction strategies in promoting student academic achievement (Abram et al., 2001; Cohen, 1993, 1994a, 1994b; Cohen & Lotan, 1995; Cohen et al., 1999, 2002).”
The Effects of Cooperative Learning on Junior High School Students' Behaviours, Discourse and Learning During a Science-Based Learning Activity (2008, background): “…task-related interactions than their peers who work either in whole class settings or in informal cooperative groups, and it is the frequency of these interactions that have significantly predicted higher learning outcomes for students (Cohen et al., 2002; Gillies, 2003; Gillies and Ashman, 1998).”
A review of rubric use in higher education (2010, background): “T he p ap er g iv es c om pl et e bi bl io gr ap hi c in fo rm at io n fo r fi ve r el ev an t jo ur na l pa pe rs b ut s om e or a ll ci ta ti on s ar e in co rr ec tl y fo rm at te d.”
Productive failure in mathematical problem solving (2010, background): “I wanted to leverage the teacher’s understanding of the social dynamics within the class, and as far as possible, the groups were heterogeneous in terms of ability and gender (Barron 2003; Cohen et al. 2002 ).”
Promoting reasoned argumentation, problem‐solving and learning during small‐group work (2009, background): “Cohen ( 1994 ) and Cohen and colleagues (Cohen , Lotan, Scarloss, & Arellano, 1999 ; Cohen, Lotan, Abraham, Scarloss, & Schultz, 2002 ) argue that, although it is important that students are interdependently linked as they work together on group tasks, it is the nature of the task itself that will”
Rubric‐referenced self‐assessment and middle school students’ writing (2010, background): “( 2002 ) found that students who were informed of the evaluation criteria for written essays had higher quality discussions and better group products than students who worked without knowing the criteria.”