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Titolo:
Cooperative learning with gifted and high-achieving students: a review andmeta-analyses of 12 studies
Autore:
Neber, H; Finsterwald, M; Urban, N;
Indirizzi:
Univ Munich, Inst Educ Psychol, Psychol Excellence Program, D-80802 Munich, Germany Univ Munich Munich Germany D-80802 ence Program, D-80802 Munich, Germany
Titolo Testata:
HIGH ABILITY STUDIES
fascicolo: 2, volume: 12, anno: 2001,
pagine: 199 - 214
SICI:
1359-8139(200112)12:2<199:CLWGAH>2.0.ZU;2-4
Fonte:
ISI
Lingua:
ENG
Soggetto:
ABILITY STUDENTS; ACHIEVEMENT; INSTRUCTION; ATTITUDES; PERFORMANCE; SCHOOL;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
55
Recensione:
Indirizzi per estratti:
Indirizzo: Neber, H Univ Munich, Inst Educ Psychol, Psychol Excellence Program, Leopoldstr 13,D-80802 Munich, Germany Univ Munich Leopoldstr 13 Munich Germany D-80802 Munich, Germany
Citazione:
H. Neber et al., "Cooperative learning with gifted and high-achieving students: a review andmeta-analyses of 12 studies", HIGH ABIL S, 12(2), 2001, pp. 199-214

Abstract

Should gifted and high-achieving students cooperate in homogeneous groups or do they learn better individually? Or should they learn together with less gifted peers in heterogeneous groups? Current empirical research is reviewed in this article and meta-analyses of available results in 12 publishedstudies are performed. Results show that few methodologically sound studies can be found at present. In addition, researchers only considered a restricted spectrum of participants, focused on learning of relatively simple materials, measured only a restricted range of possible outcomes, and neglected processes and activities of the learners, which might determine outcomesof cooperative learning. Results therefore remain controversial even for fundamental issues like learning in homogeneous versus heterogeneous, mixed-ability groups. In spite of these limitations, analyses nevertheless show that cooperative learning offers strong potentials for further improving thequality of instruction with gifted and high-achieving students. Further empirical research is required to obtain more differentiated information on the various aspects of cooperative learning.

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Documento generato il 19/01/20 alle ore 20:28:18