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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ482578
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
Task Talk and Task Awareness under Different Cooperative Learning Conditions.
Meloth, Michael S.; Deering, Paul D.
American Educational Research Journal, v31 n1 p138-65 Spr 1994
Effects of 2 cooperative conditions on group discussions and metacognitive awareness of 206 fourth- and fifth-graders were examined. Discussions for those in the strategy condition (which emphasized the connection between strategy use and learning) were more focused toward substantive task content than for those in the reward-receiving condition. (SLD)
Descriptors: Academic Achievement, Classroom Research, Cooperative Learning, Discussion (Teaching Technique), Elementary Education, Elementary School Students, Grade 4, Grade 5, Groups, Incentives, Interaction, Learning Strategies, Metacognition, Peer Relationship, Rewards
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Task Awareness; Task Talk