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ERIC Number: ED360877
Record Type: RIE
Publication Date: 1993
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Cooperative Learning, Multicultural Functioning, and Student Achievement.
Parrenas, Cecilia Salazar; Parrenas, Florante Yap
A discussion of the literature on cooperative learning and demographic trends in American education focuses on factors contributing to academic achievement in an increasingly multicultural school population. Research suggests that cooperative learning groups achieve only in the presence of two essential conditions: group goals and individual accountability. Cooperative learning methods that incorporate these conditions are found to be considerably more effective than other instructional methods. Research indicates that cooperative learning promotes higher achievement than competitive and individualistic learning structures, promote healthy ethnic relations and reduce racial conflict, contribute to student socialization and democratic participation, and support development of the flexibility needed in a rapidly changing economy. Five principles underlying successful cooperative learning experiences are outlined: distributed leadership; heterogeneous grouping; positive independence; social skills acquisition; and group autonomy. Teachers are encouraged to adopt a cooperative classroom structure, which is seen as more compatible with the social values of language-limited students. (MSE)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Malave, Lilliam M., Ed. Annual Conference Journal. Proceedings of the National Association for Bilingual Education Conferences (Tucson, AZ, 1990; Washington, DC, 1991). Washington, DC, 1993, p181-189; see FL 021 457. For an earlier version of this paper, see ED 337 540.