An Introduction to Cooperative Learning Research

Why have we humans been so successful as a species? We are not strong like tigers, big like elephants, protectively colored like lizards, or swift like gazelles. We are intelligent, but an intelligent human alone in the forest would not survive for long. What has really made us such successful animals is our ability to apply our intelligence to cooperating with others to accomplish group goals. From the primitive hunting group to the corporate boardroom, it is those of us who can solve problems while working with others who succeed. In fact, in modern society, cooperation in face-to-face groups is increasingly important. A successful scientist must be able to cooperate effectively with other scientists, with technicians, and with students. An executive must cooperate with other executives, salespersons, suppliers, and superiors. Of course, each of those relationships also has competitive elements, but in all of them, if the participants cannot cooperate to achieve a common goal, all lose out. It is difficult to think of very many adult activities in which the ability to cooperate with others is not important. Human society is composed of overlapping cooperative groups: families, neighborhoods, work groups, political parties, clubs, teams.

[1]  Carole A. Ames,et al.  Effects of competitive reward structure and valence of outcome on children's achievement attributions. , 1977 .

[2]  Robert E. Slavin,et al.  Cooperative Learning and Intergroup Relations: Contact Theory in the Classroom , 1983 .

[3]  G. Āllport The Nature of Prejudice , 1954 .

[4]  Shlomo Sharan,et al.  Small-group teaching , 1976 .

[5]  Elliot Aronson,et al.  Performance in the Interdependent Classroom: A Field Study1 , 1976 .

[6]  Eileen M. Oickle,et al.  Effects of Cooperative Learning Teams on Student Achievement and Race Relations: Treatment by Race Interactions. , 1981 .

[7]  Robert E. Slavin,et al.  Effects of biracial learning teams on cross-racial friendships. , 1979 .

[8]  A. Kukla,et al.  Foundations of an attributional theory of performance. , 1972 .

[9]  Robert E. Slavin,et al.  A Student Team Approach To Teaching Adolescents With Special Emotional And Behavioral Needs. , 1977 .

[10]  B. Balow,et al.  Effects of cooperative vs individualistic learning experiences on interpersonal attraction between learning-disabled and normal-progress elementary school students , 1981 .

[11]  Suzanne Ziegler,et al.  The Effectiveness of Cooperative Learning Teams for Increasing Cross-ethnic Friendship: Additional Evidence , 1981 .

[12]  S. Sharan,et al.  Classroom Learning Style and Cooperative Behavior of Elementary School Children. , 1980 .

[13]  E. Aronson The Jigsaw Classroom , 1978 .

[14]  S. Sharan Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations , 1980 .

[15]  R. Slavin When does cooperative learning increase student achievement , 1983 .

[16]  J. Gottlieb,et al.  Improving the social status of mainstreamed retarded children. , 1977, Journal of educational psychology.

[17]  Rachel Hertz-Lazarowitz,et al.  Academic Achievement of Elementary School Children in Small-Group versus Whole-Class Instruction , 1979 .

[18]  Norman Miller,et al.  School Desegregation: A Long-Term Study. , 1975 .

[19]  David W. Johnson,et al.  Instructional Goal Structure: Cooperative, Competitive, or Individualistic , 1974 .

[20]  R. Slavin Classroom Reward Structure: An Analytical and Practical Review , 1975 .

[21]  Robert E. Slavin,et al.  Effects of Cooperative Learning On the Social Acceptance of Mainstreamed Academically Handicapped Students , 1983 .

[22]  John M. Gottman,et al.  The Development of Children's Friendships , 1981 .