This study examined how cooperative learning activities impacted fifth grade Latino students when solving mathematical problems. Students were engaged in group activities where they worked together to solve problems. The study found four changes in student behavior: 1) students became more engaged in problem solving; 2) students adopted a cooperative rather than competitive approach; 3) students learned there are multiple ways to solve problems; and 4) students used both English and Spanish to ensure understanding. Two teacher behavior changes were also observed: 1) the classroom teacher rearranged desks into groups for cooperative work; and 2) the teacher better understood students' mathematical abilities through group discussions. The study concluded cooperative learning positively influenced both students and teachers.
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
Achievement gap for slife changing suburbs institute 2015 h w-marshallHelaine W. Marshall
This document summarizes key differences between the cultural learning paradigms of many SLIFE (Students with Limited or Interrupted Formal Education) and typical U.S. classrooms. It identifies underlying cultural differences such as oral transmission vs. written word and collectivism vs. individualism. The MALP framework is presented as a way to mutually adapt instructional conditions, processes, and activities to integrate the learning paradigms of SLIFE and U.S. classrooms.
This paper is copyright of Julie W. Aknrum, PhD, Assistant Professor at the University of Pittsburgh at Johnstown and Rita M. Bean, PhD, Professor at University of Pittsburgh
This document discusses a research study that investigated the learning styles of students and teachers at a private university in Colombia. The study aimed to determine if there is a match between students' learning styles and the teacher's teaching style, and if learning and motivation are present when the styles match. Data was collected from 32 students in an English class through surveys, video recordings, interviews and observations. The findings showed that the most common student learning style was tactile, followed by auditory and kinesthetic. For some students, their major learning style was identified. The teacher's main teaching style was found to be visual. An alignment was discovered between students' learning styles and the teacher's teaching style, and this alignment was linked to increased student
How Can Relationships and Relevance Influence the Scholastic Attitudes of Bla...Dr. Richard Glass, Jr.
This dissertation examines how relationships, culturally relevant teaching practices, and single-sex learning environments influence the academic attitudes of Black male students. The study uses phenomenological research methods, including interviews with 10 Black males currently enrolled in college, to understand their lived experiences.
Three key themes emerged from the interviews. First, positive relationships with teachers who believed in their abilities helped students feel more engaged and successful in school. Second, using culturally relevant curricula that students could relate to their own lives and identities as Black men increased engagement. Third, single-sex learning environments allowed for stronger peer relationships and teacher support, which many participants said better supported their academic needs compared to coeducational settings. The study provides implications for strengthening
1) The document discusses research on the effects of inclusion classrooms on students without disabilities. Studies have found positive impacts on academics, social awareness, and exposure to diversity.
2) Academically, students in inclusion classrooms showed improved standardized test scores in reading and math compared to students in traditional classrooms. Socially, students reported developing empathy, acceptance of individual differences, and stronger interpersonal relationships.
3) Exposure to inclusion helped students appreciate diversity more and made them less likely to stereotype others. Overall, the research suggests inclusion benefits students without disabilities.
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
Achievement gap for slife changing suburbs institute 2015 h w-marshallHelaine W. Marshall
This document summarizes key differences between the cultural learning paradigms of many SLIFE (Students with Limited or Interrupted Formal Education) and typical U.S. classrooms. It identifies underlying cultural differences such as oral transmission vs. written word and collectivism vs. individualism. The MALP framework is presented as a way to mutually adapt instructional conditions, processes, and activities to integrate the learning paradigms of SLIFE and U.S. classrooms.
This paper is copyright of Julie W. Aknrum, PhD, Assistant Professor at the University of Pittsburgh at Johnstown and Rita M. Bean, PhD, Professor at University of Pittsburgh
This document discusses a research study that investigated the learning styles of students and teachers at a private university in Colombia. The study aimed to determine if there is a match between students' learning styles and the teacher's teaching style, and if learning and motivation are present when the styles match. Data was collected from 32 students in an English class through surveys, video recordings, interviews and observations. The findings showed that the most common student learning style was tactile, followed by auditory and kinesthetic. For some students, their major learning style was identified. The teacher's main teaching style was found to be visual. An alignment was discovered between students' learning styles and the teacher's teaching style, and this alignment was linked to increased student
How Can Relationships and Relevance Influence the Scholastic Attitudes of Bla...Dr. Richard Glass, Jr.
This dissertation examines how relationships, culturally relevant teaching practices, and single-sex learning environments influence the academic attitudes of Black male students. The study uses phenomenological research methods, including interviews with 10 Black males currently enrolled in college, to understand their lived experiences.
Three key themes emerged from the interviews. First, positive relationships with teachers who believed in their abilities helped students feel more engaged and successful in school. Second, using culturally relevant curricula that students could relate to their own lives and identities as Black men increased engagement. Third, single-sex learning environments allowed for stronger peer relationships and teacher support, which many participants said better supported their academic needs compared to coeducational settings. The study provides implications for strengthening
1) The document discusses research on the effects of inclusion classrooms on students without disabilities. Studies have found positive impacts on academics, social awareness, and exposure to diversity.
2) Academically, students in inclusion classrooms showed improved standardized test scores in reading and math compared to students in traditional classrooms. Socially, students reported developing empathy, acceptance of individual differences, and stronger interpersonal relationships.
3) Exposure to inclusion helped students appreciate diversity more and made them less likely to stereotype others. Overall, the research suggests inclusion benefits students without disabilities.
1) The document discusses self-directed learning (SDL) in the context of higher education. It explores the relationship between SDL, student performance, engagement, and preferences for instructional techniques.
2) The results of a study of 188 college students suggest that SDL is not directly related to academic performance or preferences for instructional techniques. However, increasing levels of SDL may be associated with disengagement from formal higher education structures.
3) The document also discusses theories of SDL and the interaction between student characteristics, instructional methods, and academic motivation. It suggests academic motivation may mediate the relationship between SDL and academic performance.
The Effects of Teaching Style on Science ComprehensionSamantha Bradley
This study examined the effects of teaching style on 8th grade students' comprehension of lunar phases. Students were randomly assigned to either an experimental group that did a hands-on moon phase activity or a control group that completed a reading assignment. Both groups were given a pre-test and post-test, as well as a survey on their experience. The study found that students who did the hands-on activity scored higher on the post-test and generally had a more positive view of the instructional method. The results suggest hands-on learning may be more effective for teaching science concepts compared to traditional textbook and worksheet approaches.
This document summarizes a study that investigated methods for capturing low-income elementary school families' engagement. It reviewed 33 qualitative, quantitative, and mixed-methods studies on family engagement. The qualitative studies primarily used interviews and case studies to understand parents' perspectives and practices. Quantitative studies examined the impact of engagement on achievement using parent surveys. Mixed-methods incorporated interviews and surveys. Common theoretical frameworks included Bronfenbrenner's ecological systems theory and Epstein's overlapping spheres of influence. The study recommends validating engagement definitions, testing measure reliability with subgroups, using qualitative research to enhance measures, and accounting for socioeconomic influences on engagement.
This document discusses cooperative learning in inclusion classrooms for students with disabilities. It begins by providing background on inclusion classrooms and cooperative learning. It then reviews literature showing that cooperative learning can increase both the academic achievement and social acceptance of students with disabilities when done effectively. Specifically, the literature review finds that academic achievement is highest when students receive training in cooperative learning, are given clear instructions, and teachers provide extra help to students with disabilities.
The impact of homework on self-directivity and self-efficacy among adult lear...Gabriela Zazpe Fernández
The document analyzes the impact of homework on self-directivity and self-efficacy among adult learners in Uruguay. It surveys students, teachers, school principals, mentor teachers, and supervisors. Most students do homework regularly and believe it helps them learn independently and improve results. However, some feel they lack time or see no connection to class lessons. Teachers were split on whether homework assignments align with their teaching. Overall, the study examines how homework may influence self-directed learning and self-efficacy among adult students.
This research studied the effects of differentiating instruction into flexible subgroups based on student needs and implementing explicit teaching of writing skills. 197 elementary students in Canada participated, including many with learning difficulties. Teachers formed temporary subgroups that met weekly, and taught writing skills explicitly through modeling, guided practice, and independent practice. Results showed significant improvement in students' writing abilities, especially for those with learning difficulties. The dialogue between teachers and researchers was key to the success of differentiated instruction and explicit teaching.
1) The document discusses employing Siegler's Overlapping Waves Theory to gauge learning in a balanced reading instruction framework. It asserts that Siegler's theory, which focuses on cognitive variability and the use of multiple strategies, can help explain how children learn to read using a balanced approach.
2) Key aspects of Siegler's theory discussed include the five dimensions of learning, the extensive cognitive variability that occurs both within and across individuals, and the use of microgenetic analysis to closely observe learning as it occurs.
3) The theory aims to better explain learning by focusing on variability rather than specific stages, and sees learning as a gradual process involving the acquisition, mapping, strengthening, and refinement of
Project GLER was an intervention program implemented at Bacao Elementary School to improve the reading levels of 20 struggling Grade 1 students over 12 weeks. Baseline assessments found the students could not read basic phonetic sounds, words, phrases, or short stories. The program involved small group instruction delivered by Grade 1 and 2 teachers focusing on phonics, vocabulary, fluency, and comprehension exercises daily. Progress was monitored weekly using a checklist of reading indicators. After the intervention, final assessments found significant improvements in students' abilities to read phonetic sounds, words, phrases and short stories, showing the program was successful in raising their reading levels.
Heterogeneous Or Homogeneous Classrooms JaneKevin Hodgson
This document discusses the debate around homogeneous versus heterogeneous classrooms and proposes an alternative approach. It notes that homogeneous classrooms can widen achievement gaps but heterogeneous classrooms may not adequately challenge gifted students. The author argues that most education reform has moved away from the lowest homogeneous groupings and that heterogeneous classrooms work for most students, but talented and gifted programs remain important for challenging gifted students. The document concludes by questioning why accelerated learning cannot be available for all students.
This document provides background information on a study exploring the benefits of the Talk for Writing literacy scheme from the perspectives of primary school pupils and teachers. It describes the school where the research took place, which had a diverse student population and above-average needs. The document outlines the study's methodology, which used a case study approach to examine how the Talk for Writing scheme was implemented in a Year 2 classroom and to analyze student work and feedback from focus pupils. It also reviews relevant literature on learning styles, memory development, and theories of multiple intelligences to provide context for analyzing the outcomes of using the Talk for Writing approach.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The document discusses using student biographies and culturally responsive teaching practices to better meet the needs of diverse students like Cheryl, a first grade English language learner from a low socioeconomic background who is performing below grade level. It provides insights from the literature on creating a "third space" in the classroom, implementing Krashen's Input Hypothesis, and emphasizing disciplinary literacy. The case study examines how understanding Cheryl's background and implementing supportive practices could help improve her literacy development.
This document discusses a study on goal orientation and collaborative strategies adopted in a language learning context. The research questions examine how students' goal orientation influences their behaviors and challenges during collaboration, and how collaborative work influences learning experiences. The study involved 4th grade students participating in 6 English language lessons designed by the researchers. Data was collected through pre-questionnaires, observations, learning diaries, and interviews. The expected results are that students with stronger social goals will employ more adaptive strategies during collaboration, while students with lower social goals may face more challenges, and that collaborative work can improve understanding of tasks and self-perception, positively influencing the learning experience.
Dr. W.A. Kritsonis, Dissertation Chair for Dr. Steven Norfleetguest2b32b2e
This dissertation examines practices that are important for improving African American student achievement. The study uses a mixed methods approach to understand student experiences with effective school practices. Quantitative data was collected through a survey of 98 African American students measuring their experiences across 7 correlates of effective schools. Qualitative data involved interviews with 34 students exploring their high school's efforts in areas like providing a safe environment, high expectations, instructional leadership, and home-school relations. The results provide insights into practices that resonate with African American learners and may help close achievement gaps.
EDUC 246 Standardized Testing Multi Media Presentationusique
The document discusses the history and impact of standardized testing in the US education system. It traces the development of standardized testing from the late 19th century through No Child Left Behind Act of 2002. It also summarizes research finding that high-stakes testing has led to narrowing of curricula, with more time spent on test preparation, but has also been found to improve accountability and student performance outcomes over time.
This document discusses learning achievement among teacher trainees through different student support methods. It analyzed the impact of tutorials, study circles, peer tutoring, mobile device learning, and extended remediation on 85 teacher trainees of different age groups and academic streams. The findings showed that all student support methods helped with learning achievement and concept understanding. Extended remediation was found to be the most effective method overall, followed by mobile device learning and study circles. The rankings differed slightly based on academic stream, with commerce students preferring extended remediation and mobile learning the most on average.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document summarizes an action research study that investigated the impact of cooperative learning on a Grade 7 mathematics class in the Philippines. The study found that using cooperative learning groups over several weeks improved students' math achievement, participation, and attitudes toward math compared to previous individual learning approaches. Specifically, test scores increased and students were more engaged and confident working together in heterogeneous groups. While some students preferred independent work, most benefited from collaborating to solve problems and supporting each other's learning. The researcher concluded that cooperative learning was an effective strategy when implemented properly with structured groups and teacher support.
This study investigated the effects of strategy-based instruction on developing learner autonomy and improving writing ability. 37 students received an 8-week metacognition training program focused on planning, monitoring, and evaluating writing tasks, while 54 students served as controls. Students who received training improved their use of metacognitive strategies and writing ability more than the control groups. The training group maintained improvements on a delayed writing test. The study suggests that strategy-based instruction can effectively promote learner autonomy and writing skills.
1) The document discusses self-directed learning (SDL) in the context of higher education. It explores the relationship between SDL, student performance, engagement, and preferences for instructional techniques.
2) The results of a study of 188 college students suggest that SDL is not directly related to academic performance or preferences for instructional techniques. However, increasing levels of SDL may be associated with disengagement from formal higher education structures.
3) The document also discusses theories of SDL and the interaction between student characteristics, instructional methods, and academic motivation. It suggests academic motivation may mediate the relationship between SDL and academic performance.
The Effects of Teaching Style on Science ComprehensionSamantha Bradley
This study examined the effects of teaching style on 8th grade students' comprehension of lunar phases. Students were randomly assigned to either an experimental group that did a hands-on moon phase activity or a control group that completed a reading assignment. Both groups were given a pre-test and post-test, as well as a survey on their experience. The study found that students who did the hands-on activity scored higher on the post-test and generally had a more positive view of the instructional method. The results suggest hands-on learning may be more effective for teaching science concepts compared to traditional textbook and worksheet approaches.
This document summarizes a study that investigated methods for capturing low-income elementary school families' engagement. It reviewed 33 qualitative, quantitative, and mixed-methods studies on family engagement. The qualitative studies primarily used interviews and case studies to understand parents' perspectives and practices. Quantitative studies examined the impact of engagement on achievement using parent surveys. Mixed-methods incorporated interviews and surveys. Common theoretical frameworks included Bronfenbrenner's ecological systems theory and Epstein's overlapping spheres of influence. The study recommends validating engagement definitions, testing measure reliability with subgroups, using qualitative research to enhance measures, and accounting for socioeconomic influences on engagement.
This document discusses cooperative learning in inclusion classrooms for students with disabilities. It begins by providing background on inclusion classrooms and cooperative learning. It then reviews literature showing that cooperative learning can increase both the academic achievement and social acceptance of students with disabilities when done effectively. Specifically, the literature review finds that academic achievement is highest when students receive training in cooperative learning, are given clear instructions, and teachers provide extra help to students with disabilities.
The impact of homework on self-directivity and self-efficacy among adult lear...Gabriela Zazpe Fernández
The document analyzes the impact of homework on self-directivity and self-efficacy among adult learners in Uruguay. It surveys students, teachers, school principals, mentor teachers, and supervisors. Most students do homework regularly and believe it helps them learn independently and improve results. However, some feel they lack time or see no connection to class lessons. Teachers were split on whether homework assignments align with their teaching. Overall, the study examines how homework may influence self-directed learning and self-efficacy among adult students.
This research studied the effects of differentiating instruction into flexible subgroups based on student needs and implementing explicit teaching of writing skills. 197 elementary students in Canada participated, including many with learning difficulties. Teachers formed temporary subgroups that met weekly, and taught writing skills explicitly through modeling, guided practice, and independent practice. Results showed significant improvement in students' writing abilities, especially for those with learning difficulties. The dialogue between teachers and researchers was key to the success of differentiated instruction and explicit teaching.
1) The document discusses employing Siegler's Overlapping Waves Theory to gauge learning in a balanced reading instruction framework. It asserts that Siegler's theory, which focuses on cognitive variability and the use of multiple strategies, can help explain how children learn to read using a balanced approach.
2) Key aspects of Siegler's theory discussed include the five dimensions of learning, the extensive cognitive variability that occurs both within and across individuals, and the use of microgenetic analysis to closely observe learning as it occurs.
3) The theory aims to better explain learning by focusing on variability rather than specific stages, and sees learning as a gradual process involving the acquisition, mapping, strengthening, and refinement of
Project GLER was an intervention program implemented at Bacao Elementary School to improve the reading levels of 20 struggling Grade 1 students over 12 weeks. Baseline assessments found the students could not read basic phonetic sounds, words, phrases, or short stories. The program involved small group instruction delivered by Grade 1 and 2 teachers focusing on phonics, vocabulary, fluency, and comprehension exercises daily. Progress was monitored weekly using a checklist of reading indicators. After the intervention, final assessments found significant improvements in students' abilities to read phonetic sounds, words, phrases and short stories, showing the program was successful in raising their reading levels.
Heterogeneous Or Homogeneous Classrooms JaneKevin Hodgson
This document discusses the debate around homogeneous versus heterogeneous classrooms and proposes an alternative approach. It notes that homogeneous classrooms can widen achievement gaps but heterogeneous classrooms may not adequately challenge gifted students. The author argues that most education reform has moved away from the lowest homogeneous groupings and that heterogeneous classrooms work for most students, but talented and gifted programs remain important for challenging gifted students. The document concludes by questioning why accelerated learning cannot be available for all students.
This document provides background information on a study exploring the benefits of the Talk for Writing literacy scheme from the perspectives of primary school pupils and teachers. It describes the school where the research took place, which had a diverse student population and above-average needs. The document outlines the study's methodology, which used a case study approach to examine how the Talk for Writing scheme was implemented in a Year 2 classroom and to analyze student work and feedback from focus pupils. It also reviews relevant literature on learning styles, memory development, and theories of multiple intelligences to provide context for analyzing the outcomes of using the Talk for Writing approach.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The document discusses using student biographies and culturally responsive teaching practices to better meet the needs of diverse students like Cheryl, a first grade English language learner from a low socioeconomic background who is performing below grade level. It provides insights from the literature on creating a "third space" in the classroom, implementing Krashen's Input Hypothesis, and emphasizing disciplinary literacy. The case study examines how understanding Cheryl's background and implementing supportive practices could help improve her literacy development.
This document discusses a study on goal orientation and collaborative strategies adopted in a language learning context. The research questions examine how students' goal orientation influences their behaviors and challenges during collaboration, and how collaborative work influences learning experiences. The study involved 4th grade students participating in 6 English language lessons designed by the researchers. Data was collected through pre-questionnaires, observations, learning diaries, and interviews. The expected results are that students with stronger social goals will employ more adaptive strategies during collaboration, while students with lower social goals may face more challenges, and that collaborative work can improve understanding of tasks and self-perception, positively influencing the learning experience.
Dr. W.A. Kritsonis, Dissertation Chair for Dr. Steven Norfleetguest2b32b2e
This dissertation examines practices that are important for improving African American student achievement. The study uses a mixed methods approach to understand student experiences with effective school practices. Quantitative data was collected through a survey of 98 African American students measuring their experiences across 7 correlates of effective schools. Qualitative data involved interviews with 34 students exploring their high school's efforts in areas like providing a safe environment, high expectations, instructional leadership, and home-school relations. The results provide insights into practices that resonate with African American learners and may help close achievement gaps.
EDUC 246 Standardized Testing Multi Media Presentationusique
The document discusses the history and impact of standardized testing in the US education system. It traces the development of standardized testing from the late 19th century through No Child Left Behind Act of 2002. It also summarizes research finding that high-stakes testing has led to narrowing of curricula, with more time spent on test preparation, but has also been found to improve accountability and student performance outcomes over time.
This document discusses learning achievement among teacher trainees through different student support methods. It analyzed the impact of tutorials, study circles, peer tutoring, mobile device learning, and extended remediation on 85 teacher trainees of different age groups and academic streams. The findings showed that all student support methods helped with learning achievement and concept understanding. Extended remediation was found to be the most effective method overall, followed by mobile device learning and study circles. The rankings differed slightly based on academic stream, with commerce students preferring extended remediation and mobile learning the most on average.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document summarizes an action research study that investigated the impact of cooperative learning on a Grade 7 mathematics class in the Philippines. The study found that using cooperative learning groups over several weeks improved students' math achievement, participation, and attitudes toward math compared to previous individual learning approaches. Specifically, test scores increased and students were more engaged and confident working together in heterogeneous groups. While some students preferred independent work, most benefited from collaborating to solve problems and supporting each other's learning. The researcher concluded that cooperative learning was an effective strategy when implemented properly with structured groups and teacher support.
This study investigated the effects of strategy-based instruction on developing learner autonomy and improving writing ability. 37 students received an 8-week metacognition training program focused on planning, monitoring, and evaluating writing tasks, while 54 students served as controls. Students who received training improved their use of metacognitive strategies and writing ability more than the control groups. The training group maintained improvements on a delayed writing test. The study suggests that strategy-based instruction can effectively promote learner autonomy and writing skills.
Compare and contrast the following exchange rate systems A. f.docxdonnajames55
Research on second language acquisition (SLA) has found that learner motivation, interaction, and vocabulary play important roles. Motivation is influenced by learners' needs, goals, and the social environment. Interaction provides opportunities for input, feedback, and negotiation of meaning, facilitating language development. Both task-based activities and focus on form can support interaction. Vocabulary is best acquired through extensive reading, tasks involving negotiation of meaning, and vocabulary building activities. SLA research supports practices like interactive tasks, focus on form, and vocabulary development within meaningful activities.
Final Using Peer Tutoring Strategies to Increase Mathematic AchievementBeth Csiszer
1) The document discusses a study that aims to determine whether using peer tutoring strategies can positively impact 4th grade students' math achievement on MAP tests and attitudes towards math.
2) Research cited in the document found that peer tutoring improved test scores and attitudes for both tutors and tutees. It increased correct words learned and reading progress.
3) The study will take place in a 4th grade classroom and examine changes in students' MAP math scores from fall to winter to spring with the use of peer tutoring strategies.
A Small-Group Reading Comprehension Intervention For Fourth-And Fifth-Grade S...Nicole Heredia
This document summarizes a study that tested a small-group reading comprehension intervention for 4th and 5th grade students. The intervention taught students strategies like prediction, summarization, activating prior knowledge, question generation, and clarification. It also taught students how to understand inferential comprehension questions. 3 students participated in the 20-minute intervention sessions 3 times per week. The intervention began with basic comprehension strategies and moved to teaching main idea identification and inferences. Evaluation data suggested the intervention was successful in improving the students' reading comprehension.
This study examined the effects of classwide peer tutoring (CWPT) on the social interactions of English language learners and native English speakers in two second-grade classrooms. CWPT was implemented to teach math and spelling, with social interactions as the dependent variable. Students' frequency of positive and negative social behaviors during CWPT sessions was observed and analyzed. The study found that CWPT increased positive social interactions for both English language learners and native English speakers, indicating it is an effective instructional strategy to support social development for all students.
Summary of evaluation and research studies on effects of instrumental enrichmentKaryl Haden
I know both this article and the Professional Development Today issue that I am about to upload are longer, however, they do a nice job of describing the Feuerstein's Instrumental Enrichment program that is the basis of everything that we do at Ascent International Learning Center. Enjoy! Please message me if you have questions.
Collaborative Learning, Gender Groupings and Mathematics PerformanceQUESTJOURNAL
ABSTRACT: The study was conducted to find how students perform in class if they work in groups. It also wanted to find out which gender groupings will students be working comfortably and obtaining better results. Experimental research design was utilized where the subjects were randomly assigned. The subjects of this study was composed of 9 groups, three all-male groups, three all-female groups, and three mixed groups. Using ANOVA, data revealed that the subjects’ formative tests mean score had no significant difference which implies that subjects if working by himself/herself obtained more or less similar results due to they were randomly assigned. While the collaborative learning where the subjects worked in different gender groups showed that there was a significant difference in their performance where all-female groups obtained the highest mean score followed by mixed groups implying that if subjects work with whom they are comfortable would have better results. In the Math achievement test which was taken individually posted that there is a significant difference in the mean scores obtained due to the level of improvement of their learning which could be attributed to whom they worked and learned the concepts with.
EFFECTIVENESS OF COOPERATIVE LEARNING IN SECONDARY SOCIAL STUDIES OF DEPARTME...AJHSSR Journal
ABSTRACT: This study assessed the effectiveness of the utilization of Cooperative Learning (CL) in
Secondary Social Studies instruction, in Zone 2, Department of Education, Division of Zambalesduring the 3rd
quarter of the school year 2018-2019. A descriptive research design and survey questionnaire were the main
data-gathering instruments.The researcher concluded that the teacher-respondents are female, in their early
adulthood, specializing in Social Studies, Teacher I, holders of Bachelor Degrees with Master’s units, quite new
in the teaching profession and have attended few seminars.The level of performance of high school students in
Social Studies using Cooperative Learning Methods and Activities improved from Pre-Test which is
Approaching Proficiency to Proficient in the Post Test, increased chances for students’ conflict, noise and
limited techniques in maintaining students’ motivation were the challenges sometimes encountered when
cooperative learning was utilized in teaching Social Studies lesson and contents.There is a significant difference
in the perceived effectiveness of cooperative learning to students of the elements of Individual Accountability,
Small Group and Interpersonal Skills, and Group Processing when attributed to teachers’ age. There are no
significant differences in the perceived effectiveness of cooperative learning to students for Face to Face
Interaction when attributed to teachers’ profile and the perception of the extent of occurrence of
problems/challenges in the utilization of cooperative learning when grouped according to teachers’ profile
variables, and there is a highly significant difference on the result of pre-test and a post-test score of the high
school students in Social Studies using cooperative learning method and learning activities was established.
Teachers may plan ahead cooperative learning activities and tasks in which students work together on specific
roles and materials (Positive Interdependence); learn how to strengthen communication skills (Individual
Accountability); encourage each other to learn and perform the task (Face to Face Interaction); develop more
sensitivity and appreciate with others (Small Group and Interpersonal Skills), and reflect on the feedback they
receive (Group Processing).
KEYWORDS: Cooperative Learning, Positive Interdependence, Individual Accountability, Promotive
Interaction, Small Group, and Interpersonal Skills, Group Processing
The document describes the methodology used to answer the research question "To what extent and how do selected art teachers and students perceive and define caring behaviors in the art classroom?". The researcher used both quantitative and qualitative methods, including administering surveys to art teachers and students as well as conducting a phenomenological study. The surveys were designed to gather perspectives on caring behaviors from both teachers and students. Questions addressed both professional and personal caring behaviors in order to compare teacher and student views on what constitutes caring.
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1. Cooperative Learning, Mathematical Problem Solving, and Latinos
Verónica Galván Carlan, Renée Rubin, and Bobbette M. Morgan
The University of Texas at Brownsville and Texas Southmost College
Reprint request address:
Bobbette M. Morgan, Ed. D.
C&I Department, School of Education
80 Fort Brown
Brownsville, TX 78520
E-mail: bmorgan@utb.edu
2. Abstract
Working with fifth grade Latino students, professors engaged students in cooperative activities
while solving mathematical problems. Their work was based upon theories of social
interdependence, cognitive development, and behavioral learning. Results indicate four
changes in student behavior: 1) students became more engaged in problem solving; 2) students
moved from a competitive to a cooperative stance; 3) students discovered there were several
correct ways of finding a solution; and 4) students code-switched between Spanish and
English to ensure everyone in the group understood. Two changes in teacher behavior related
to cooperative learning were: 1) the regular classroom teacher moved desks from rows to
groups; and 2) the teacher became more aware of the students’ mathematical abilities.
Key words: cooperative learning, mathematics, problem-solving
3. Two challenges currently confronting the mathematics education community are
effectively implementing reform-based strategies and increasing the mathematical learning
and achievement of Latino students. Mathematics educators are shifting away from traditional
classrooms to reform-oriented mathematics classrooms that focus on students actively
engaged in mathematical discourse in cooperative settings (NCTM, 2000). Although
cooperative learning is widely used and the research supporting this model of teaching is
impressive and solid, there is a lack of research on how working in collaborative learning
environments affects Latino students’ academic achievement in mathematics (Moschkovich,
1999).
The Study
The purpose of the study was to conduct research regarding the perceptions of
students working in a cooperative learning environment to solve mathematical word problems.
The convenient sample consisted of fifth grade Latino students whose ages ranged from 10-12
years old. Participants were primarily first and second-generation immigrants from Mexico,
South America, and Cuba who communicated at various levels of proficiency in English and
Spanish.
Perspectives and Review of the Literature
The theoretical framework for this paper centers on cooperative learning. Cooperative
learning has its roots in the theories of social interdependence, cognitive development, and
behavioral learning. Some research provides exceptionally strong evidence that cooperative
learning results in greater effort to achieve, more positive relationships, and greater
psychological health than competitive or individualistic learning efforts (Johnson, Johnson, &
Holubec, 1994).
4. Social interdependence theory views cooperation as resulting from positive links of
individuals to accomplish a common goal. The Gesalt psychologist Kurt Koffka proposed in
the early 1900’s that although groups are dynamic wholes the interdependence among
members is variable. Kurt Lewin (1948) stated that interdependence developed from common
goals provides the essential essence of a group. This interdependence creates groups that are
dynamic wholes. The power of the group is such that a change in any member or subgroup
directly changes any other member or subgroup.
Within cognitive development theory, cooperation must precede cognitive growth.
Cognitive growth springs from the alignment of various perspectives as individuals work to
attain common goals. Both Piaget and Vygotsky saw cooperative learning with more able
peers and instructors as resulting in cognitive development and intellectual growth (Johnson,
et al., 1998).
The assumption of behavioral learning theory is that students will work hard on tasks
that provide a reward and that students will fail to work on tasks that provide no reward or
punishment. Cooperative learning is one strategy that rewards individuals for participation in
the group’s effort.
A review of the literature on cooperative learning shows that students benefit
academically and socially from cooperative, small-group learning (Gillies, 2002).
Cooperative learning can produce positive effects on student achievement (Cohen, 1986;
5. Davidson, 1989; Devries & Slavin, 1978; Johnson & Johnson, 1989; Okebukola, 1985; Reid,
1992; Slavin, 1990). Academic benefits include higher attainments in reading comprehension
(Mathes, Fuchs, & Fuchs, 1997) and mathematics (Ross, 1995; Whicker, Nunnery, & Bol,
1997) and enhanced conceptual understanding and achievement in science (Lonning, 1993;
Watson, 1991). Social benefits include more on-task behaviors and helping interactions with
group members (Burron, James, & Ambrosio, 1993; Gillies & Ashman, 1998; McManus &
Gettinger, 1996), higher self-esteem, more friends, more involvement in classroom activities,
and improved attitudes toward learning (Lazarowitz, Baird, & Bolden, 1996; Lazarowitz,
Hertz-Lazarowitz, & Baird, 1994).
Studies on minority students in cooperative settings have increased. Cooperative
learning is not simply a matter of grouping students heterogeneously but also in understanding
that some groups of students, especially students of color, are more inclined to function better
in group settings than individually (Pang & Barba, 1995; Vaughan, 2002). Using cooperative
learning groups was found to be a more effective teaching strategy for students of color than
for white students in terms of achievement (Slavin & Oickle, 1981). Researchers (Cohen,
1986; Slavin, 1990; Slavin & Oickle, 1981) found that students of color showed greater
academic gains in cooperative learning settings than in traditional classrooms, and that
cooperative learning strategies improved student performance in mathematics, language arts,
science, and social studies (Devries & Slavin, 1978, Okebukola, 1985; Slavin, 1985).
A study examining the effects of cooperative learning on mathematics achievement of
a group of seventh grade minority students found that students involved in cooperative
6. learning performed significantly better than students who were not exposed to cooperative
learning (Reid, 1992). In a study comparing the effects of cooperative learning to
individualistic learning in a racially integrated classroom, Johnson and Johnson (1983) found
that cooperative learning experiences resulted in higher academic achievement for minority
students. Slavin (1985) examined the effects of Team-Assisted Individualization (TAI),
Ability Group Active Teaching (AGAT), and the Missouri Mathematics Program (MMP) on
mathematics achievement of third through sixth grade students, using experimental and
control groups. He found that TAI, a cooperative learning strategy, had the most significant
impact on mathematics achievement.
According to Emmer and Gerwels (2002) some research on cooperative learning has
addressed instructional components. In a number of studies students have been taught
interaction skills, such as how to question or to help each other so that they did not give
answers but facilitated each other’s thinking (Fuchs, Fuchs, Kazdan, & Allen, 1999; Gillies &
Ashman, 1996, 1998; Nattiv, 1994; Webb, Troper, & Fall, 1995). And, when students are
taught such skills, positive outcomes such as increased intrinsic motivation, liking for school,
and self-esteem can result (Battistich, Solomon, & Delucchi, 1993).
Method
The nature of the research study calls for a qualitative method. Utilization of open-
ended interviews and written prompts were the most appropriate techniques to capture the
essence of how the students perceived engagement in cooperative learningand how this
affected their mathematical thinking. The process of video and audio recording of student
7. interviews, collecting students written responses, and video and audio recording of students
engaged in cooperative learning resulted in the utilizationof multiple methods for data
gathering. Thus, cross data validity and confidence in the findings were achieved through data
triangulation (Patton, 1990).
At the end of the research study, participants were asked to respond in writing, in
either English or Spanish, to the written prompt asking them to share what they had learned
from working cooperatively. Additionally, interview data were video and audio recorded.
After clarifying and justifying their mathematical thinking, students were asked questions
regarding how working in a cooperative learning environment impacted their ability to solve
word problems effectively.
Data collection for this qualitative study occurred during one academic semester in an
elementary public school in south Texas. Over 95% of the students enrolled qualified for free
lunch. The sources of evidence used in this study are the students’ written responses (English
and Spanish) and students’ verbal responses that were video and audio recorded.
Additionally, audio and video recordings of student dialogues and interactions while
participating in a cooperative learning environment were analyzed.
Results
Analysis of the data for patterns revealed four changes in student behavior and
two changes in teacher behavior related to cooperative learning. Students became more
motivated, less competitive, more aware of the problem solving process, and developed
8. language skills in Spanish and English. The regular classroom teacher implemented
cooperative learning when the researchers were not present and became more aware of all
students’ abilities as they worked in small groups.
In this paper direct quotes are the students’ verbatim statements in response to
open ended interviews and written prompts. Student names have been changed but reflect
the same gender of the student originally making the comment. Students’ spelling and
sentence structure have not been changed and demonstrate the fact that they are learning
English as a second language.
Students became more actively engaged in mathematical problem solving through
cooperative learning. In one problem, they had to work out a code before they could solve the
problem. Despite challenges decoding the message, they persisted as a team. “We used our
brain and our imagination, we worked in a group as a team, we trid to guess the word in the
sentences many times unitil get it.”
Reluctant learners, who previously did not do their work, began to participate in the
problem solving process. José said the hardest problem for him was the “Torn Bus Schedule.”
Then he added, “But I had my classimates to help me.” Marcus, who was reluctant to do work
on his own, said, “You could do it if a friend or partner is helping you.” Sam, who had
previously been retained, wrote, “Yo aprendi que trabajando en equipo podemos resolver
probroblemas con las ideas de todos.” (I learned that working in a group we are able to solve
the problems with the ideas of everyone.)
9. Students moved from a competitive to a cooperative stance. When the university team
first came into the classroom, they did not know about the students’ prior experience with
cooperative learning. They asked the students for some rules to follow during the cooperative
mathematical problem solving process. Some of the students responded that they should not
talk because they were not allowed to talk to one another in the classroom or the cafeteria,
only on the playground. Therefore, the researchers knew major changes had occurred when
the students talked to one another, wrote about working as a team, and used “we” in their
responses. Monica wrote, “We use teamwork. We drew pitchures. We answer qustions. We
reread the story. We also reread the qustion.”
Rather than competing for the correct answer, they began to share their problem
solving ideas and answers. When asked how he figured out a problem, Miguel wrote with the
“help of my group.” Kathy wrote, “Four or five minds are smarter than one,” and Carolina
described working cooperatively as follows:
I could help those people that still do not understand the problem. And that if I share
my ideas they can share their ideas too. If we all share our ideas we can work out the
problem. And we can put all our minds together and from all of us we can make one
big brain.
Students were asked what they did when they got stuck on a problem. Prior to
working cooperatively, the students mentioned individual methods such as rereading or
thinking harder. They also mentioned asking the teacher for help. Initially they believed that
10. asking another student for help was cheating. Statements from the video recordings revealed
that after working collaboratively the perceptions changed. Many of them added that they
could ask classmates for help if they got stuck on a problem.
In their reflections, the students also mentioned specific skills that they had developed
during cooperative learning. These skills included working together without making too much
noise, respecting one another, sharing ideas, and negotiating one problem solving process and
answer to share with the whole class. Sylvia wrote that learning how to work in groups and
solve mysteries is “good for our future too.”
Students were asked to work independently first, to share their problem solving
processes and answers with one or two other students, and then to share that information with
a larger group. At first, students asked each other for their answers. However, they soon began
to work with each other on the mathematical problem solving process rather than just seeking
the correct answers. They discovered that there are often several correct ways of finding a
solution.
A good example of students discovering different strategies to solve one problem
involved fishing. Part of one problem said that a family of six went fishing and caught a total
of ten fish. Everyone caught at least one fish. How many people in the family caught one fish
and how many people caught two fish? Students were required to write their own answer,
how they got that answer, the answers of other members of the group, and how the other
group members got their answers. This process resulted in students understanding that various
11. strategies can be used to solve this problem. For example, Patricia reported dividing eight by
two and two by one to get the answer that four people caught two fish and two people caught
one fish each. She then went on to report that “my members drew pictures of fishes and people
to understand it better and work out the problem.” Edna reported a different strategy for
solving this problem, “I got my answer by subtracting 10 minus 6 and gave me 4 because
number 10 was for all together and 6 was… the family.” Griselda reported that she subtracted
to get her answer, but her team members added to get the answer. “They looked at the total
number of fish and looked at how many people caught one fish and added four to give …ten
total fish.”
Learning about different strategies went beyond the immediate problem. Students
were asked to think about what strategies they used in one problem that might help them with
problem solving in the future. Students wrote about using teamwork, finding clues, drawing
pictures, and drawing upon prior experiences to help them solve problems in the future.
Students’ enthusiasm for problem solving cooperatively was obvious when they
pursued the problem further than presented. Although the problem did not ask them how the
fish would be divided for dinner, the students became concerned that some people had caught
one fish and others had caught two. They discussed ways of solving this inequality. Some
used a mathematical solution: Ten fish divided by six people equals one and two-thirds fish
each. Others thought more about the family and suggested that some members of the family
might be little and eat less or even not like to eat fish at all.
12. Students’ language developed as they worked together in Spanish and English to solve
the problems. The students needed to use general terms, such as “solution” and “strategy;”
problem specific terms, such as “down payment” and “rebate;” and technical mathematical
language, such as “percent” and “interest rate” during the discussions. They often code-
switched between Spanish and English to make sure everyone in the group understood. The
students themselves recognized that they were expanding their vocabulary as exemplified
when Pablo wrote, “What I like from sharing ideas was that we helped other and I learned
new words.”
One of the problems contained difficult words, such as sufficient, combustible, and
serviceable. However, the students were able to use words they knew in Spanish, such as
suficiente, combustible, and servible to understand the English words. In discussing strategies
used to solve this problem, Tomas explained that he translated into Spanish.
Graciela wrote about doing cooperative learning in English after completing one
problem and in Spanish after completing another problem. In English, she wrote that she was
able to solve problems “by working in a group using the brain and the imagination and also
bay guessing.” On another day Graciela wrote, “Mis compañeros y yo isimos el trabajo en
equipo, y asi solosionamos los problemas. Mis compaños y yo nos alludamos y asi garamos
que se inificaban las palabras.” (My classmates and I did the work in a team, and that’s how
we solved the problems. My classmates and I helped each other so that’s how we got the
meaning of the words.)
13. After observing the researchers implementing cooperative learning during
mathematics, the regular classroom teacher moved the desks from rows to groups and began
implementing cooperative learning as well. She put posters on the wall explaining the various
roles students would take in their groups. The teacher also began encouraging conversation
among students rather than encouraging them to remain silent at all times.
The classroom teacher also became more aware of students’ abilities when they
worked in small groups. By its very nature, cooperative learning requires students to clarify
and justify their ideas verbally. By listening to the students talking within their group and
reporting to the whole class, the teacher became more cognizant of the students’ mathematical
thinking processes. The thinking that goes on during mathematical problem solving is often
hidden when students are working silently and individually but becomes apparent when they
discuss these processes aloud with other students during cooperative learning.
Discussion
This study brings forth information about collaboration between professors from a
university school of education in south Texas and a public school to teach mathematical skills
to a fifth grade class of English language learners weekly over a semester. Additionally, this
qualitative research study begins to address the limited amount of research regarding Latino
students engaged in mathematical problem solving in a cooperative learning setting.
The results of this study will contribute to the body of knowledge about collaboration
of university professors with public schools and teachers, cooperative learning strategies use
14. with English language learners, and fifth grade English language learners’ perceptions about
participation in cooperative learning structured groups.
This research lends support to the findings in an article by Calderón, Hertz-
Lazarowitz, and Slavin (1998):
Research on second-language learning has shown that for students to reach high
levels of proficiency, they must engage in a great deal of oral interaction, jointly
negotiating meaning and solving problems (e. g., Krashen, 1985; Losey, 1995).
Cooperative learning routinely provides opportunities for students to work
together to construct meaning and share understandings (Durán & Szymanski,
1993; Prado-Olmos, Smith & Szymanski, 1993) (p. 154).
Calderón and colleagues expressed that there currently exists a limited amount
of research regarding cooperative learning and English language learners.
…because cooperative learning engages students in frequent cognitively
complex interactions around the solution of real problems and because of its
demonstrated achievement effects in both monolingual and ESL settings, the
effectiveness of cooperative learning for bilingual education is often assumed.
This is the first study of cooperative learning in U.S. bilingual classes, and the
results generally support this expectation (p. 163).
Having students work together can increase students’ vocabulary and concept
development in both language arts and mathematics. Research on cooperative and
15. collaborative learning supports the cognitive and affective benefits of collaborative
learning (Cohen, 1994; Johnson & Johnson, 1985; Slavin, 1988). In addition, researchers
(Carlan & Rubin, 2003; Rubin, 2002) found special benefits for bilingual learners.
Latino students code-switched between Spanish and English to make sure everyone in the
group understood. Some students may understand the concepts but lack the English
vocabulary to express it while others may have the necessary English vocabulary but lack
the concepts. By working and talking together, they can develop the necessary
vocabulary and concepts in both languages. In addition, students revalue their own
abilities when they work together on meaningful problems or projects (Goodman, 1996).
Students become more engaged in the learning and make new connections between the
two languages (Rubin, 2002).
A summary of the results of this study indicate that:
1) Students became more actively engaged in mathematical problem solving through
cooperative learning. Reluctant learners, who previously did not do their work, began to
participate in the problem solving process.
2) Students moved from a competitive to a cooperative stance. Rather than competing for the
correct answer, they began to share their problem solving ideas and answers. As one student
wrote, “Four or five minds are smarter than one.”
16. 3) At first, students asked each other for their answers. However, they soon began to work
with each other on the mathematical problem solving process rather than seeking the correct
answers. They discovered that there are often several correct ways of finding a solution.
4) Students’ language developed as they worked together in Spanish and English to solve the
problems. The students needed to use general terms, problem specific terms, and technical
mathematical language during the discussions. They often code-switched between Spanish
and English to make sure everyone in the group understood.
5) After observing the researchers implementing cooperative learning during mathematics, the
regular classroom teacher moved the desks from rows to groups and began implementing
cooperative learning as well.
6) The classroom teacher also became more aware of students’ abilities when they worked in
small groups. Some students who did not normally participate in whole group activities were
actively involved in small group work.
17. References
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