The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics
Abstract
This study compared the effects on achievement and verbal interaction of two instructional programs designed to teach students how to work effectively in small groups: cooperative learning with instruction and practice in basic communication skills and academic helping skills (experimental condition) and cooperative learning with instruction and practice in basic communications skills only (comparison condition). Six 7th-grade general mathematics classes (n = 166) were randomly assigned to instructional condition. After preparation for group work, students worked in peer-directed small groups on a 4-week unit on operations with fractions. Results showed that Latino and African-American students gave and received more elaborated help, and showed higher achievement, in the experimental condition than in the comparison condition. Differences between instructional conditions were greater for one teacher than for the other. Reasons for these differences are discussed. No significant differences between conditions, in verbal interaction or achievement, appeared for white students.
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Cites
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989) · Cognitive Science · doi:10.1207/s15516709cog1302_1 · Cited by 1,714
Peer interaction and learning in small groups
Webb, N. M. (1989) · International Journal of Educational Research · doi:10.1016/0883-0355(89)90014-1 · Cited by 1,050
Self-citationHelp-seeking: An understudied problem-solving skill in children
Gall, S. N.-L. (1981) · Developmental Review · doi:10.1016/0273-2297(81)90019-8 · Cited by 459
Facilitating Elaborative Learning Through Guided Student-Generated Questioning
King, A. (1992) · Educational Psychologist · doi:10.1207/s15326985ep2701_8 · Cited by 359
Cited by
Topping, K. J. (2009) · Theory Into Practice · doi:10.1080/00405840802577569 · Cited by 785
Constructive activity and learning in collaborative small groups.
Webb, N. M., Troper, J. D., & Fall, R. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.3.406 · Cited by 474
Self-citationKramarski, B., & Mevarech, Z. R. (2003) · American Educational Research Journal · doi:10.3102/00028312040001281 · Cited by 450
Tien, L. T., Roth, V., & Kampmeier, J. A. (2002) · Journal of Research in Science Teaching · doi:10.1002/tea.10038 · Cited by 321
Cooperative Learning and Achievement: Theory and Research
Slavin, R. E., Hurley, E. A., & Chamberlain, A. (2003) · Handbook of Psychology · doi:10.1002/0471264385.wei0709 · Cited by 279
Metadata
- Authors
- Webb, N. M., & Farivar, S.
- Venue
- American Educational Research Journal
- Published
- 1994-06
- Volume
- 31
- Issue
- 2
- Pages
- 369-395
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W1989113814
- Cited by
- 252
- References
- 4
- FWCI
- 9.20
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
