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ERIC Number: ED399495
Record Type: Non-Journal
Publication Date: 1996-May
Pages: 103
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Promoting Positive Peer Interaction through Cooperative Learning, Community Building, Higher-Order Thinking and Conflict Management.
Carlson, Kathryn R.
Research shows that probable causes for disruptive classroom behavior are broken social bonds, violent environment, stress and conflict, and inadequate curriculum coupled with ineffective teaching methods. This report discusses a program to decrease negative peer interaction in order to improve academic achievement and interpersonal relationships. The targeted population consisted of students at two elementary schools in grades three through six in a high-poverty and crime area located in Northern Illinois where problems of negative peer interaction and low academic achievement were documented. A review of the research indicated that a social skills curriculum, without the inclusion of higher-order thinking skills, may fail to have an impact on academic improvement. Four major categories of interventions were selected: (1) the use of cooperative learning; (2) an emphasis on higher-order thinking skills; (3) a program of community building; and (4) the use of a conflict management program. Post intervention data indicated an improvement in academic achievement and positive peer interaction. Twenty-five appendices account for 33% percent of the document and contain all materials used in intervention. Contains 42 references. (JBJ)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois