Cooperative learning in elementary schools
Abstract
Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Although cooperative learning methods are used for different age groups, they are particularly popular in elementary (primary) schools. This article discusses methods and theoretical perspectives on cooperative learning for the elementary grades. The article acknowledges the contributions from each of the major theoretical perspectives and places them in a model that depicts the likely role each plays in cooperative learning outcomes. This work explores conditions under which each perspective may operate, and suggests further research needed to advance cooperative learning scholarship.
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Cooperative learning forged more interethnic social interactions and friendships and increased academic achievement, resulting in higher levels of confidence and efficacy for students of color, better engagement and learning tasks, and intrinsic motivation.
“Similarly, Gillies (2014), Morgan (2012), and Slavin (2014) believed that cooperative learning forged more interethnic social interactions and friendships and it increased academic achievement, resulting in higher levels of confidence and efficacy for students of color, better engagement and learning tasks, and intrinsic motivation.”
From Is good teaching culturally responsive? (2020) · cites this paper as Slavin, 2014
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Is good teaching culturally responsive?
Tanase, M. (2020) · Journal of Pedagogical Research · doi:10.33902/jpr.2020063333 · Cited by 41 · see citing works
“Yes, in the sense that there are some universal strategies (i.e. cooperative learning strategies) that enhance learning in general (Au, 2009; Slavin, 2014); in particular they enhance the learning of minority students (Banks, 2011; Gay, 2018; Powell & Caseau 2004).”
BackgroundKleemans, M., Schlindwein, L. F., & Dohmen, R. (2017) · Journal of Youth and Adolescence · doi:10.1007/s10964-017-0675-7 · Cited by 39 · see citing works
Decristan, J., Bertram, V., Reitenbach, V., Schneider, K. M., Köhler, C., & Rauch, D. P. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2022.2141757 · Cited by 15 · see citing works
- Authors
- Slavin, R. E.
- Affiliations
- Johns Hopkins University (US)
- Corresponding author
- Slavin, Robert E.
- ORCID
- Slavin, Robert E.
- Venue
- Education 3-13
- Publisher
- Informa UK Limited
- Published
- 2014-09-29
- Volume
- 43
- Issue
- 1
- Pages
- 5-14
- ISSN
- 0300-4279 (ISSN-L)
- 1475-7575
- OpenAlex
- W1983460952
- Cited by
- 297
- References
- 0
- Citations by year
- 2026: 27 · 2025: 37 · 2024: 28 · 2023: 33 · 2022: 33 · 2021: 42 · 2020: 29 · 2019: 31 · 2018: 16 · 2017: 10 · 2016: 4 · 2015: 6 · 2014: 1
- FWCI
- 16.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Education 3-13 (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- cooperative learning, primary education, small group work, teaching methods, theoretical approaches, elementary school students
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