Social Interdependence Theory and Cooperative Learning: The Teacher's Role

By David W. Johnson, Roger T. Johnson. 2008

234 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fa8fc96d773ad094c9e6452241e6f31c9999092c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Robyn M. Gillies
2. Van-Dat Tran
3. Dat Tran
4. Ramon Lewis
5. Fariha Gull
6. Shumaila Shehzad
7. M. Franke
8. N. Webb

In Safety Research

1. Dat Tran
2. Ramon Lewis
3. Robyn M. Gillies
4. Van-Dat Tran
5. R. Slavin

In Social Psychology

1. Robyn M. Gillies
2. Fariha Gull
3. Shumaila Shehzad
4. Dat Tran
5. Ramon Lewis
6. Van-Dat Tran
7. R. Slavin
8. N. Webb

Citations in the corpus

• Cooperative learning and academic achievement: why does groupwork work? (2014, background): “Empirical support for the social cohesion perspective There is some evidence that the achievement effects of cooperative learning depend on social cohesion and the quality of group interactions (Battisch, Solomon & Delucchi, 1993; Johnson & Johnson, 2008; Webb, 2008).”
• ‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, background): “…or seem to be functioning ineffectively, when no group member can answer the question, when students exhibit problems communicating with each other, and when students dominate group work without allowing true dialogue (see Cohen, 1994; Ding, Li, Piccolo, & Kulm, 2007; Johnson & Johnson, 2008).”
• The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention (2014, background): “The lesson will not be cooperative if students do not “swim together” in the group learning activities (Johnson & Johnson, 2008).”
• Dialogic interactions in the cooperative classroom (2016, background): “The sense of ‘group’ or commitment to the task is also apparent from the frequent use of ‘‘we’’, denoting a level of substitutability, inducibility, and positive cathexis, the psychological processes created by positive interdependence that lead to efforts to achieve (Johnson & Johnson, 2008).”
• Effects of Cooperative Learning on Students at An Giang University in Vietnam. (2012, background): “CL has demonstrated the academic, social, affective and psychological growth of students who work together in groups (Johnson & Johnson, 2008).”
• Effects of Cooperative Learning on Students' Academic Achievement (2015, background): “Cooperative learning also improve positive attitude towards learning (Johnson & Johnson, 2008), improved social relations (Johnson & Johnson, 2005), in addition to high self-esteem and cohesiveness (Sahin, 2010).”
• The Effects of Jigsaw Learning on Students' Attitudes in a Vietnamese Higher Education Classroom. (2012, background): “When participants are more socially skilled, the achievement and productivity in cooperative groups tends to be higher (Johnson & Johnson, 2008).”
• Cooperative learning in elementary schools† (2015, background): “This perspective holds that students help each other learn because they care about the group and its members and come to derive self-identity benefits from group membership (Johnson and Johnson 1989, 1999, 2008).”