The State of Cooperative Learning in Postsecondary and Professional Settings
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Claims the paper makes
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
There is significant evidence that a cooperative goal structure can have the most powerful impact in promoting achievement and productivity.
“There is significant evidence to indicate that a cooperative goal structure can have the most powerful impact in promoting achievement and productivity (Johnson, Johnson & Smith, 2007;Johnson, Maruyama, Johnson, Nelson, & Skon, 1981).”
From FIFTH GRADE STUDENTS ENGAGED IN A COOPERATIVE LEARNING ENVIRONMENT: EVALUATING THEIR ABILITY TO DETERMINE THE STATUS OF THEIR OWN CONCEPTIONS ABOUT MATTER (2013) · cites this paper as Johnson, Johnson & Smith, 2007
Cites
Deutsch, M. (1958) · Journal of Conflict Resolution · doi:10.1177/002200275800200401 · Cited by 2,077 · see citing works
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Buchs, C., & Butera, F. (2009) · European Journal of Psychology of Education · doi:10.1007/bf03173007 · Cited by 52 · see citing works
Brannen, S. F., Beauchamp, D., Cartwright, N., Liddle, D., Tishinsky, J., Newton, G., & Monk, J. (2021) · International Journal for the Scholarship of Teaching and Learning · doi:10.20429/ijsotl.2021.150205 · Cited by 26 · see citing works
“, 2020; Ribner, 1974), thereby permitting a group learning activity to serve as a vehicle for critical skill development (Johnson et al., 2007).”
BackgroundGupta, S., & Jaiswal, R. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101070 · Cited by 22 · see citing works
LEWIS, D. M., TREAGUST, D. F., & CHANDRASEGARAN, A. L. (2013) · COSMOS · doi:10.1142/s0219607712500061 · Cited by 3 · see citing works
- Authors
- Johnson, D. W., Johnson, R. T., & Smith, K.
- Affiliations
- University of Minnesota (US)
- Purdue University West Lafayette (US)
- Corresponding author
- Johnson, David W.
- Venue
- Educational Psychology Review
- Published
- 2007-01-03
- Volume
- 19
- Issue
- 1
- Pages
- 15-29
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2031498677
- Cited by
- 853
- References
- 1
- Citations by year
- 2026: 39 · 2025: 44 · 2024: 54 · 2023: 46 · 2022: 62 · 2021: 58 · 2020: 46 · 2019: 66 · 2018: 43 · 2017: 39 · 2016: 55 · 2015: 41 · 2014: 54 · 2013: 46 · 2012: 47
- FWCI
- 37.52
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Educational Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- cooperative learning, social interdependence theory, postsecondary education, professional education, individualism, social Darwinism, theory-practice integration
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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