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| Group Structure | 3 |
| Elementary School Students | 2 |
| Group Behavior | 2 |
| Aggression | 1 |
| Child Psychology | 1 |
| Cooperative Learning | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Grade 5 | 1 |
| Group Activities | 1 |
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| Elementary School Journal | 3 |
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| Calhoon, Mary Beth | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| Hamlett, Carol L. | 1 |
| Hewlitt, Sally E. | 1 |
| Karns, Kathy | 1 |
| Kazdan, Sarah A. | 1 |
| Kelly, Eugene W., Jr. | 1 |
| Torrance, E. Paul | 1 |
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Peer reviewedTorrance, E. Paul – Elementary School Journal, 1971
In summary, the results suggest that, with five-year-old children, more might be gained by structuring the task than by structuring the group." (Author)
Descriptors: Aggression, Child Psychology, Group Behavior, Group Structure
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Kazdan, Sarah A.; Karns, Kathy; Calhoon, Mary Beth; Hamlett, Carol L.; Hewlitt, Sally E. – Elementary School Journal, 2000
Examined effects of workgroup size and structure during collaborative work on complex tasks. Found that dyads produced greater collaboration for low-achievers, whereas small groups generated more cognitive conflict among other students. Productivity did not differ as a function of background structure. Findings posed implications for optimizing…
Descriptors: Cooperative Learning, Elementary Education, Elementary School Students, Group Activities
Peer reviewedKelly, Eugene W., Jr. – Elementary School Journal, 1974
Describes classroom discussions with third and fifth graders based on William Glasser's "Schools without Failure". These discussions encouraged the teachers and children to experience their own feelings and understand others and to engage in democratic problem-solving activities. (SDH)
Descriptors: Elementary School Students, Grade 3, Grade 5, Group Discussion
