Titlebook: Language and Learning in the Cooperative Classroom; Shlomo Sharan,Hana Shachar Book 1988 Springer-Verlag New York Inc. 1988 Motivation.Pee

青春期

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Introduction and Background,as to its social-interactive dimension (Sharan, 1980, 1984; Slavin, 1983). The question of the effects of one domain on the other, such as the extent to which academic learning in cooperative small groups is fostered or affected by the pupils’ social interaction, has also been raised (Maruyama, 1985

貿(mào)易

確認

Results,nd beyond differences between classrooms (teachers). These analyses indicate that there is a disordinal relationship, i.e. no overlap, between the mean scores from the Group-Investigation classes and those from classes taught with the Whole-Class method. A Treatment x Class interaction revealed that

甜瓜

Discussion,demic achievement in History and Geography, on their social interaction and on their verbal behavior. Clearly, all these dimensions of children’s behavior are significantly affected by their school experience, a fact frequently ignored by investigators from a variety of disciplines who are concerned

flimsy

https://doi.org/10.1007/978-1-4612-3860-7Motivation; Peers; Strategie; Verbal Behavior; language; learning

憤怒事實

拱形大橋

Language and Learning in the Cooperative Classroom978-1-4612-3860-7Series ISSN 1431-7532

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初學(xué)者