Journalartikel

Jahr der Veröffentlichung: 2018

Seiten: 159-176

Zeitschrift: Zeitschrift für Erziehungswissenschaft

Bandnummer: 21

Heftnummer: 1

ISSN: 1434-663X

eISSN: 1862-5215

DOI Link: https://doi.org/10.1007/s11618-017-0764-0

Verlag: Springer

Abstract: 
Cooperative learning includes evidence-based concepts of instruction for which positive effects on academic, social, and motivational variables have frequently been confirmed. Yet, for German secondary schools, there is a lack of empirical information as to the quantity and quality of implementation of cooperative learning methods. In this study, 76 secondary teachers provided detailed information about the use of cooperative learning. Nearly all respondents reported using cooperative learning. The quality and quantity of cooperative learning were uncorrelated, while quality of cooperative instruction was significantly correlated with teachers' self-efficacy. The teachers evaluated the method as a flexible and useful tool for a variety of purposes, tasks, and target groups. A striking discrepancy resulted between the theory of cooperative learning and teachers' negative evaluation of cooperative methods for use in heterogeneous learning groups.

Harvard-Zitierstil: Voellinger, V., Supanc, M. and Brunstein, J. (2018) Cooperative learning in secondary school Frequency, quality and conditions for implementation from the teacher's view, Zeitschrift für Erziehungswissenschaft, 21(1), pp. 159-176. https://doi.org/10.1007/s11618-017-0764-0

APA-Zitierstil: Voellinger, V., Supanc, M., & Brunstein, J. (2018). Cooperative learning in secondary school Frequency, quality and conditions for implementation from the teacher's view. Zeitschrift für Erziehungswissenschaft. 21(1), 159-176. https://doi.org/10.1007/s11618-017-0764-0