Abstract
The case for cooperative learning has been made on many grounds; it usually (1) enhances student achievement, especially the achievement of minority and low-achieving students; (2) improves cross-ethnic relations; (3) aids in the successful mainstreaming of handicapped students; (4) facilitates the maintenance of minority cultural values; (5) promotes positive social relations and prosocial development; and (6) increases the liking among students for class, school, learning, and self. The theoretical arguments and the empirical data that support such claims have been presented in various forms (Aronson, 1978; Johnson & Johnson, 1975; Johnson, Maruyama, Johnson, Nelson, & Skon, 1981; Johnson, Rynders, Johnson, Schmidt, & Haider, 1979; Kagan, 1980, 1983; Sharan, 1980; Sharan & Sharan, 1976; Slavin, 1980a, 1983).
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References
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Kagan, S. (1985). Dimensions of Cooperative Classroom Structures. In: Slavin, R., Sharan, S., Kagan, S., Hertz-Lazarowitz, R., Webb, C., Schmuck, R. (eds) Learning to Cooperate, Cooperating to Learn. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-3650-9_3
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DOI: https://doi.org/10.1007/978-1-4899-3650-9_3
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