ERIC Number: EJ914841
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 0
The Clash of the Paradigms: Tracking, Cooperative Learning, and the Demolition of the Zone of Proximal Development
Reilly, Rosemary C.; Mitchell, Sydney N.
Alberta Journal of Educational Research, v56 n4 p419-435 Win 2010
This report describes the effect of cooperative learning in low-track and regular classrooms, using the dimensions of student alienation, academic self-esteem, willingness to cooperate, and academic supportiveness. The investigators examined the influence of student agency in choosing peers for the cooperative groups in a high school science classroom. Results indicate that the ability for low-track students to choose group mates can result in greater feelings of alienation, have no effect on bolstering a lower academic self-esteem, and reduce willingness to cooperate with peers. Regardless of stream, students did not feel academically supported by peers in the classroom. Recommendations for using cooperative learning and coping with educational reform are discussed.
Descriptors: Cooperative Learning, Educational Change, Classroom Environment, Alienation, Teaching Methods, Track System (Education), Student Attitudes, Self Esteem, High School Students, Science Instruction, Negative Attitudes, Peer Relationship, Constructivism (Learning), Helping Relationship
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Authoring Institution: N/A