TY - JOUR
T1 - Different Cooperative Learning Procedures and Cross-Handicap Relationships
AU - Johnson, David W.
AU - Johnson, Roger T.
AU - Warring, Douglas
AU - Maruyama, Geoffrey
PY - 1986/11
Y1 - 1986/11
N2 - The effects of different levels of cooperation on cross-handicap interaction were Compared in two studies. In the first study 72 sixth-grade students were randomly assigned to three conditions (cooperative controversy, cooperative debate, and individualistic) stratifying for sex, ability level, and handicap. They participated in the study for 55 minutes a day for 11 instructional days. In the second study, 51 fourth-grade students were randomly assigned to two conditions (intergroup cooperation and intergroup competition) stratifying for sex, ability, and handicap. They participated in the study for 55 minutes a day for 10 instructional days. An Activity Report Scale was given to students to determine who they interacted with in structured class activities, unstructured class activities, school activities outside of class, and activities in the home. The results indicated that pure cooperation promoted more frequent cross-handicap interaction than did a mixture of cooperation and competition. The interaction patterns formed within cooperative learning situations generalized into unstructured class and school activities.
AB - The effects of different levels of cooperation on cross-handicap interaction were Compared in two studies. In the first study 72 sixth-grade students were randomly assigned to three conditions (cooperative controversy, cooperative debate, and individualistic) stratifying for sex, ability level, and handicap. They participated in the study for 55 minutes a day for 11 instructional days. In the second study, 51 fourth-grade students were randomly assigned to two conditions (intergroup cooperation and intergroup competition) stratifying for sex, ability, and handicap. They participated in the study for 55 minutes a day for 10 instructional days. An Activity Report Scale was given to students to determine who they interacted with in structured class activities, unstructured class activities, school activities outside of class, and activities in the home. The results indicated that pure cooperation promoted more frequent cross-handicap interaction than did a mixture of cooperation and competition. The interaction patterns formed within cooperative learning situations generalized into unstructured class and school activities.
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U2 - 10.1177/001440298605300308
DO - 10.1177/001440298605300308
M3 - Article
C2 - 2947805
AN - SCOPUS:0022814879
VL - 53
SP - 247
EP - 252
JO - Exceptional Children
JF - Exceptional Children
SN - 0014-4029
IS - 3
ER -