The Role of Peers and Group Learning

By Angela M. O'Donnell. 2006

250 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d0425f649fae8457e4c7a339784e8f5f6c574b9a

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In Developmental and Educational Psychology

Citations in the corpus

‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, background): “There is little doubt about the potential of collaborative group work to promote student learning, and increasing evidence exists about the kinds of interaction among students that are necessary to achieve group work’s potential (O’Donnell, 2006; Webb & Palincsar, 1996).”
Relationships Among Adolescents' Perceptions of Friends' Behaviors, Academic Self-Concept, and Math Performance (2012, background): “For instance, adolescents experience a variety of social pursuits within the classroom (Kiefer & Ryan, 2008; Simon, Aikins, & Prinstein, 2008; Wentzel, Barry, & Caldwell, 2004), and friends affect academic self-beliefs and academic performance (O’Donnell, 2006).”
Cooperative learning in elementary schools† (2015, background): “Empirical evidence for the cognitive elaboration perspective Many brief studies have found that students working on structured ‘cooperative scripts’ can learn technical material or procedures far better than can students working alone (O’Donnell 2006).”
Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others (2011, background): “O’Donnell (2006) distinguishes two major theoretical perspectives on collaborative learning: a socio-behavioral and a cognitive one.”
Handbook of Research on Learning and Instruction (2011, background): “During the learning process, learners receive and process not only motor-relevant information from performance, but also information about the physical and social context in which the motor skill is performed.”
Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning (2009, background): “Empirical research on cooperative learning has built a strong foundation of knowledge about the conditions that support group work (for comprehensive reviews, see Cohen, 1994; O’Donnell, 2006; Slavin, 1996; Webb, 1991; Webb, Farivar, & Mastergeorge, 2002).”
Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks (2018, background): “Peer-learning and peer-tutoring has repeatedly been demonstrated to be a very effective form of acquiring various academic skills (Hattie, 2009; Lueg, Lueg, & Lauridsen, 2016; O'Donnell, 2006), increasing student integration and participation (Zhao & Kuh, 2004).”
The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (2007, background): “O’Donnell (2006) describes reciprocal teaching in the following way:”
Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. (2010, background): “It has also been examined in the literature on promoting students’ social and cognitive development (Huston-Stein, Friedrich-Cofer, & Susman, 1977) and on implementing “structured conversations” within peer learning (O’Donnell, 2006).”
Collaboration in Learning and Teaching Statistics (2008, methodology): “For excellent reviews of these methods see O’Donnell (2006), Boud, Cohen, and Sampson (2001), and Falchikov (2001).”
Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. (2008, background): “It should be noted that procedures for implementing cooperative goal structures have been developed by a variety of social scientists and educators (for a review, see O’Donnell, 2006).”
Exploring Engagement in Tasks in the Language Classroom (2016, background): “The multidimensional and interdependent nature of components of engagement is seen, for example, in group work, where the participants may be so focused on the procedural aspects of the task (behavioral engagement) that they are not involved cognitively; they approach it in a surface manner, without”
Effects of Small-Group Learning on Transfer: a Meta-Analysis (2015, background): “While cooperative and collaborative learning have different origins and the former is often more structured, both involve students working together to achieve shared learning goals, both have a history of successfully increasing student learning relative to individual study, and the terms are simila”
Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity (2014, methodology): “Social interaction has been identified as more influential for learning in ill-structured tasks than in well-structured tasks (Cohen, 1994; O’Donnell, 2006).”
Cooperative learning and academic achievement: why does groupwork work? (2014, background): “Many brief studies have found that students working on structured "cooperative scripts" can learn technical material or procedures far better than can students working alone (O'Donnell, 2006).”