ERIC Number: ED137272
Record Type: RIE
Publication Date: 1977-Apr
Reference Count: 0
The Impact of "Learning for Mastery" Instruction on Classroom Cohesion.
Sharp, John M.; Strasler, Gregg M.
Weak increases in classroom cohesion for three seventh-grade classes instructed by a mastery learning technique compared to three conventionally instructed classes are demonstrated using block analysis of variance, triadic census (balance theory), and block modelling (role theory) analytic techniques on repeated-measures sociometric rating data. Each technique is described and clear examples of its use given. Since increased cohesion may have positive effects on student mental health, it is argued that researchers should routinely assess changes in classroom cohesion by these or other methods during classroom interventions. (Authors)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)