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Essay / Research Paper Abstract
An 8 page paper that explores the use of cooperative learning in bilingual and multicultural program classrooms. The writer offers a brief background of cooperative learning, then cites research revealing the benefit of the process in enhancing self-esteem and increasing academic achievement. Interspersed is how cooperative learning becomes a natural conduit for success in the bilingual and multicultural program. Bibliography lists 5 sources.
Page Count:
8 pages (~225 words per page)
File: D0_Coopl.rtf
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Unformatted sample text from the term paper:
in the South. There were massive amounts of grant money for those school districts in the country who were under Court Order to desegregate and integrate their schools. Success was
repeatedly evident not only in test scores of academics but in anecdotal and video-taped recordings of the socialization of students from two specific races: African-American, or Black, and Caucasian who
had historically been unfriendly, at best, towards each other (Slavin and DeVries, 1975). Prior to this time, however, David Johnson was attending Columbia University and was working directly with Morton
Deutsch who, in 1948, identified three goal structures under which classrooms operated: individualistic where each student worked at their own pace; competitive where students were actually pitted against each other
by limiting the number of As given in the classroom; and cooperative where students actually worked together to learn and gain skills. Contrary to what most people believed at the
time, and what some still believe today, the most effective structure has consistently been found to be cooperative. This fact was and still is repeatedly demonstrated in very controlled research
studies. The second most effective structure was competitive. This was a surprise to the educational community in the late 1960s and early 1970s because the fad at the time was
to have each student working at their own speed (Johnson and Johnson, 1989). While it is true that students do not learn at the same speed, it is not
true that having them work alone will reap the most academic benefits for them. Those theorists and practitioners who promote competition do so on the theoretical foundation that we live
in a competitive society, thus competition in the classroom reflects the real world in which they presently function and into which they will graduate and work. The only problem with
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