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Download full textSlavin, Robert E.; Karweit, Nancy L. – 1979
Student Team Learning instructional techniques (Teams-Games-Tournament, Student Teams-Achievement Divisions, and Jigsaw II) have been extensively researched in six-to-twelve-week classroom experiments and found to have many positive effects. This study examines the effects of the techniques when they are used as the primary instructional method…
Descriptors: Academic Achievement, Age Differences, Class Activities, Classroom Research
Accommodating Student Diversity in Reading and Writing Instruction: A Cooperative Learning Approach.
Peer reviewedSlavin, Robert E.; And Others – Remedial and Special Education (RASE), 1988
"Cooperative Integrated Reading and Composition" is a program that successfully teaches reading, writing, and language arts in heterogeneous intermediate classes containing mainstreamed special education and remedial reading students, by combining mixed-ability cooperative learning teams and same-ability reading groups. (Author/JDD)
Descriptors: Cooperation, Diversity (Student), English Instruction, Heterogeneous Grouping
Peer reviewedStevens, Robert J.; Slavin, Robert E. – Elementary School Journal, 1995
A two-year study determined the effects of a comprehensive cooperative-learning approach to reading and language arts instruction on students' achievement, attitudes, and metacognitive awareness. Students in second through sixth grades, some mainstreamed academically handicapped, worked in heterogeneous learning teams on reading and writing…
Descriptors: Academic Achievement, Cooperative Learning, Elementary Education, Elementary School Students
