| dc.creator |
Susan Mitchell |
|
| dc.creator |
Vera Woloshyn |
|
| dc.creator |
Anne Elliott |
|
| dc.date |
2003 |
|
| dc.date.accessioned |
2013-05-30T12:11:52Z |
|
| dc.date.available |
2013-05-30T12:11:52Z |
|
| dc.date.issued |
2013-05-30 |
|
| dc.identifier |
http://www.ed.brocku.ca/ojs/index.php/brocked/article/download/35/35 |
|
| dc.identifier |
http://www.doaj.org/doaj?func=openurl&genre=article&issn=11831189&date=2003&volume=12&issue=2&spage= |
|
| dc.identifier.uri |
http://koha.mediu.edu.my:8181/jspui/handle/123456789/5060 |
|
| dc.description |
In this study, we investigated whether providing 4th and 5th-grade students with explicit instruction in prerequisite cooperative-learning skills and techniques would enhance their academic performance and promote in them positive attitudes towards cooperative learning. Overall, students who received explicit training outperformed their peers on both the unit project and test and presented more favourable attitudes towards cooperative learning. The findings of this study support the use of explicitly instructing students about the components of cooperative learning prior to engaging in collaborative activities. Implications for teacher-education are discussed. |
|
| dc.publisher |
Brock University |
|
| dc.source |
Brock Education : a Journal of Educational Research and Practice |
|
| dc.title |
Promoting Cooperative Learning in the Classroom: Comparing Explicit and Implicit Training Techniques |
|