Study of the Effects of Peaceable Schools Curricula On Student Achievement in An Urban Middle School

Cover Study of the Effects of Peaceable Schools Curricula On Student Achievement in An Urban Middle School
Study of the Effects of Peaceable Schools Curricula On Student Achievement in An Urban Middle School
Nurenberg, David
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. [t]here is a difference between simply having students work in a group and structuring groups of students to work cooperatively. A group of students sitting at the same table doing their own work, but free to talk with each other as they work, is not structured to be a cooperative group, as there is no positive interdependence .
Johnson and Johnson go on to specify that positive interdependence needs to be coupled with individual accountability for each student's role in the group effort, as
...well group accountability for goals: Each group member's efforts are required and indispensable for group success (i.e., there can be no "free-riders"). Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities.
To this end, Johnson and Johnson also list as prerequisites for true cooperative learning the development and usage of interpersonal and small-group skills for communication, coordination and conflict resolution within groups.


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