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Cited by 2,120Innovative Teaching and Learning MethodsProblem and Project Based LearningVisual and Cognitive Learning Processes

The DOI matches its Crossref record; 77 of the 77 references it cites were found in a registry or an index.

Restructuring the Classroom: Conditions for Productive Small Groups

Cohen, Elizabeth G.·1994·Review of Educational Research
DOI 10.3102/00346543064001001
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Abstract

Moving beyond the general question of effectiveness of small group learning, this conceptual review proposes conditions under which the use of small groups in classrooms can be productive. Included in the review is recent research that manipulates various features of cooperative learning as well as studies of the relationship of interaction in small groups to outcomes. The analysis develops propositions concerning the kinds of discourse that are productive of different types of learning as well as propositions concerning how desirable kinds of interaction may be fostered. Whereas limited exchange of information and explanation are adequate for routine learning in collaborative seatwork, more open exchange and elaborated discussion are necessary for conceptual learning with group tasks and ill-structured problems. Moreover, task instructions, student preparation, and the nature of the teacher role that are eminently suitable for supporting interaction in more routine learning tasks may result in unduly constraining the discussion in less structured tasks where the objective is conceptual learning. The research reviewed also suggests that it is necessary to treat problems of status within small groups engaged in group tasks with ill-structured problems. With a focus on task and interaction, the analysis attempts to move away from the debates about intrinsic and extrinsic rewards and goal and resource interdependence that have characterized research in cooperative learning.

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Crossref · 10.3102/00346543064001001

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77 of 77 references verified0 citation errors · 0 not checkable

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Citations

Cites

Show all 77 references

Research works printed but not linked: 28

  1. Aaronson E, 1978, The jigsaw classroom
  2. 10.3102/0091732X015001225 · DOI
  3. Chang GL, 1987, Paper presented at the meeting of the International Oracy Convention
  4. Cohen EG, 1984, Instructional groups in the classroom: Organization and processes, 171
  5. Cohen EG, 1988, Paper presented at the convention of the International Association for the Study of Cooperation in Education
  6. Cohen EG, 1983, Learning to think in math and science: Improving local education for minority children
  7. Cohen EG, 1981, Interdependence and management in bilingual classrooms
  8. Ehrlich DE, 1991, Moving beyond cooperation: Developing science thinking in interdependent groups
  9. Hoffman DE, 1973, Students’ expectations and performance in a simulation game
  10. Johnson D, 1990, Cooperative learning: Theory and research, 23
  11. Johnson D, 1990, Journal of Social Psychology, 13, 507, 10.1080/00224545.1990.9924613 · DOI
  12. Leal A, 1985, Sex inequities in classroom interaction: An evaluation of an intervention
  13. Leechor C, 1988, How high achieving and low achieving students differentially benefit from working together in cooperative small groups
  14. McAuliffe T, 1991, Paper presented at the Annual Meeting of the American Educational Research Association
  15. Miller N, 1990, Cooperative learning: Theory and research, 39
  16. Navarrete C, 1985, Problem resolution in small group interaction: A bilingual classroom study
  17. Newmann F, 1991, Phi Delta Kappan, 72, 458
  18. Nystrand M, 1991, Small groups in English: When do they help students and how are they best used?
  19. Rosenholtz SH, 1981, Effect of task arrangements and management systems on engagement of low-achieving students
  20. Schwartz DL, 1991, Paper presented at the Annual Meeting of the American Educational Research Association
  21. Slavin R, 1983, Cooperative learning
  22. Stevenson BJ, 1982, An analysis of the relationship of student-student consultation to academic performance in differentiated classroom settings
  23. Tudge J, 1991, Paper presented at the Annual Meeting of the American Educational Research Association
  24. Vedder P, 1985, Cooperative learning: A study on processes and effects of cooperation between primary school children
  25. Vygotsky L, 1978, Mind in society
  26. Yager S, 1985, The effects of structured oral discussion during a set of cooperative learning lessons on student achievement and attitude
  27. Yueh J, 1988, Journal of Computer-Based Instruction, 15, 18
  28. Zack M, 1988, Paper presented at the meeting of the International Association for the Study of Cooperation in Education

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Metadata

Authors
Cohen, E. G.
Affiliations
Stanford University
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
1994-03
Volume
64
Issue
1
Pages
1-35
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/00346543064001001
OpenAlex
W2106990392
Cited by
2,120
References
77
Citations by year
2026: 30 · 2025: 38 · 2024: 46 · 2023: 56 · 2022: 58 · 2021: 70 · 2020: 98 · 2019: 95 · 2018: 49 · 2017: 68 · 2016: 101 · 2015: 82 · 2014: 105 · 2013: 98 · 2012: 112
FWCI
54.03
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Review of Educational Research (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
small group learning, cooperative learning, group interaction, conceptual learning, ill-structured problems, group tasks, teacher role, task instructions, student preparation, intrinsic and extrinsic rewards

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