ERIC Number: ED349098
Record Type: Non-Journal
Publication Date: 1992-Feb
Reference Count: N/A
The Cooperative Elementary School: Effects on Students' Achievement, Attitudes and Social Relations.
Stevens, Robert J.; Slavin, Robert E.
The Cooperative Elementary School (CES) model involves the use of cooperative learning across a variety of content areas and full-scale mainstreaming of academically handicapped students. Teachers use peer coaching and plan in a cooperative manner. The model emphasizes teacher involvement in site-based management and parent involvement in the schools. A 2-year study of the CES model was conducted at five elementary schools in a suburban Maryland school district, including two experimental schools that had been restructured according to the CES model and three control schools that used traditional methods and curriculum. Subjects were 1,112 students in second through sixth grade. California Achievement Test scores for reading, language, and mathematics for classes in the five schools were analyzed. Results indicated that students in the experimental schools had significantly higher achievement than students in the control schools in reading vocabulary, reading comprehension, language expression, and math computation. Academically handicapped students in the CES had significantly higher achievement in reading vocabulary and comprehension, language expression, math computation, and math application. Handicapped students in the CES experienced greater social acceptance by nonhandicapped peers than did handicapped students in traditional schools with pull-out remedial programs. There were also better overall social relations in the CES. (AC)
Descriptors: Academic Achievement, Achievement Tests, Comparative Analysis, Conventional Instruction, Cooperative Learning, Educationally Disadvantaged, Elementary Education, Elementary School Students, Language Skills, Mainstreaming, Mathematics Skills, Models, Program Effectiveness, Reading Skills, Scores
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.