NotesFAQContact Us
Search Tips
ERIC Number: ED350776
Record Type: RIE
Publication Date: 1991-Dec
Pages: 58
Abstractor: N/A
Cooperative Learning and the Academically Talented Student. Research-Based Decision Making Series.
Robinson, Ann
The research base on cooperative learning was examined for its applicability to academically talented students. Common types of cooperative learning are described with highlights of the model characteristics as they apply to academically talented students. The models include: Teams-Games-Tournament (TGT); Student Teams Achievement Divisions (STAD); Team Accelerated Instruction (TAI); Cooperative Integrated Reading and Composition (CIRC); Circles of Learning or Learning Together; Cooperative Controversy; Jigsaw and Jigsaw II; Group Investigation; Co-op Co-op and Cooperative Structures; Groups of Four; and Descubrimiento or Finding Out. Advantages and disadvantages of the various models for academically talented students are summarized, and the weaknesses in the cooperative learning literature are identified. Weaknesses fall into two broad categories, namely: (1) lack of attention to academically talented students, and (2) reliance on weak treatment comparisons to demonstrate the effectiveness of cooperative learning. In addition to an examination of the research base, two issues in practice were identified as important for academically talented students. These issues were: curricular coverage and pacing, and group work and motivation. A series of recommendations for practice is included. An appendix provides an overview of cooperative learning models in table form. Fifty references accompany the Executive Summary, and 100 references are included at the end of the report. (Author/JDD)
National Research Center on the Gifted and Talented, The University of Connecticut, 362 Fairfield Rd., U-7, Storrs, CT 06269-2007.
Publication Type: Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.
Grant or Contract Numbers: N/A