Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Alschuler, A. S. (1980). School discipline: a socially literate solution. New York: McGraw-Hill.
Ames, C. (1984). Competitive, co-operative and individualistic goal structures: a cognitive-motivational analysis. In R. Ames and C. Ames (Eds.), Student motivation (pp. 177–207). New York: Academic Press.
Ausubel, D. P. (1974). Psychologie des Unterrichts [Psychology of teaching]. Weinheim, Germany: Beltz.
Bergqvist, K., & Säljö, R. (1998). Construction of curricular content in the individualized age-integrated classroom. Paper presented on the ‘European Conference on Educational Research’ (ECER), Ljubljana, Slovenia, 17-20 September 1998. Linköping/Göteborg, Sweden: Linköping University/Göteborg University.
Cohen, E. G. (1994). Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64(1), 1–35.
Cohen, E. G., & Lotan, R. A. (1995). Producing Equal-Status Interaction in the Heterogeneous Classroom. American Educational Research Journal, 32(1), 99–120.
Collier, G. (1994). Social origins of mental ability. New York: Wiley.
Cowie, H. (1997). Perspectives of Teachers and Pupils on the Experience of Peer Support against Bullying. Paper for the 7th Conference of the ‘European Association for Research on Learning and Instruction’. Athens, August 26th–30th 1997. London: Roehampton Institute London.
Cronbach, L. J. (1983). Designing evaluations of educational and social programs. San Francisco, CA: Jossey-Bass.
Durkin, D. (1966). Children who read early. New York: Teachers College Press.
Eeden, P. van den, & Terwel, J. (1994). Evaluation of a mathematics curriculum: differential effects, Studies in Educational Evaluation, 20, 457–475
Entwisle, D. R., & Alexander, K. A. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. The Elementary School Journal, 98(4), 351–364.
Farrington, D. P. (1993). Understanding and preventing bullying. Crime and justice. A review of research, 17, 381–458.
Garnier, H. E., Stein, J. A., & Jacobs, J. E. (1997). The process of dropping out of high school: A 19-year perspective. American Educational Research Journal, 34(2), 395–419.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Good, T. L., Mulryan, C., & McCaslin, M. (1992). Grouping for Instruction in Mathematics. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 165–197). New York: MacMillan.
Hatch, Th. (1998). The differences in theory that matter in the practice of school improvement American Educational Research Journal, 35(1), 3–31.
Herold, M., Landherr, B., & Huber, G. L. (1997). Fraktale Lernorganisation in der gymnasialen Oberstufe: Ergebnisse eines Schulversuchs [Fractal learning organization in grade 12: Results of an experiment in schools]. Paper presented at the ‘6. Conference of the Fachgruppe Pädagogische Psychologie’, Frankfurt am Main. Tübingen, Germany: University of Tübingen, Institut für Erziehungswissenschaft.
Hoek, D. J., Terwel, J., & van den Eeden, P. (1997). Effects of training in the use of social and cognitive strategies: an intervention study in secondary mathematics in co-operative groups. Educational Research and Evaluation, 3(4), 364–389.
Hoek, D., van den Eeden, P., & Terwel, J. (1999). The effects of integrated social and cognitive strategy instruction on the mathematics achievement in secondary education. Learning and Instruction, 9(5), 427–448.
Huber, G. L. (1997). Analysis of qualitative data with Aquad Five for Windows. Schwangau, Germany: Huber.
Huber, G. L., & Roth, J. H. W. (1999). Finden oder suchen? Lehren und Lernen in Zeiten der Ungewißheit [To find or to search? Teaching and learning in times of uncertainty]. Schwangau, Germany: Huber.
Huber, G. L., Scholz, G., Kahlert, M., Schmidt, M., Standke, C., & Stauche, H. (1995). Entscheidungsprozesse von Schülern in Lernsituationen [Pupils’ processes of decision making in learning situations]. Tübingen/Jena, Germany: Universität Tübingen/Universität Jena.
Jewett, J., Tertell, L., King-Taylor, M., Parker, D., Tertell, L, & Orr, M. (1998). Four early childhood teachers reflect on helping children with special needs make the transition to kindergarten. The Elementary School Journal, 98(4), 329–338.
Kounin, J. S. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart and Winston.
Kynigos, C. (1998). Perspectives in analyzing classroom interaction data on collaborative computer-based mathematical projects. Paper presented on the ‘European Conference on Educational Research’ (ECER), Ljubljana, Slovenia, 17–20 September 1998. Athens, Greece: University of Athens, Computer Technology Institute.
Laevers, F. (1992). Welbevinden en betrokkenheid [Well-being and involvement). In B. van Oers and F. Janssen-Vos (Eds.), Visies op onderwijs aan jonge kinderen [Visions on early education] (pp. 36–52). Assen/Maastricht, the Netherlands: Van Gorcum.
Lando, B. Z., & Schneider, B. H. (1997). Intellectual contributions and mutual support among developmentally advanced children in homogeneous and heterogeneous work/discussion groups. Gifted Child Quarterly, 41(1), 44–57.
Lim, Y. Y., & Deutsch, M. (1996). Examples of school-based programs involving peaceful conflict resolution and mediation oriented to overcoming community violence. Columbia: Teachers College, International Center for Cooperation and Conflict Resolution.
Mooij, T. (1987). Interactional multi-level investigation into pupil behavior, achievement, competence, and orientation in educational situations. ’s-Gravenhage, the Netherlands: Instituut voor Onderzoek van net Onderwijs.
Mooij, T. (1992). Predicting (under)achievement of gifted children. European Journal for High Ability, 3(1), 59–74.
Mooij, T. (1995). Student differences and instructional optimalization. Paper presented on the European Conference for Research on Learning and Instruction (EARLI). Nijmegen: University of Nijmegen, August 1995. Nijmegen, the Netherlands: ITS.
Mooij, T. (1997). Safe(r) at school. Summarising report. Contribution to the EU expert conference held in Utrecht, the Netherlands, February 24–26th 1997. Nijmegen, The Netherlands: ITS.
Mooij, T. (1999a). Integrating gifted children into kindergarten by improving educational processes. Gifted Child Quarterly, 43(2), 63–74.
Mooij, T. (1999b). Supporting pro-social behavior of preschoolers at risk. Risk Management: An International Journal, 1(2), 49–61.
Mooij, T. (1999c). Promoting prosocial pupil behavior: 1: A multilevel theoretical model. British Journal of Educational Psychology (in press).
Mooij, T. (1999d). Promoting prosocial pupil behavior: 2: Secondary school intervention and pupil effects. British Journal of Educational Psychology (in press).
Mooij, T., Mooij, J. M., & Smeets, E. (1997). Computerprogramma ‘PestTest®’ voor basis-en voortgezet onderwijs [Computer program ‘Anti-bullying®’ for primary and secondary education]. Nijmegen, the Netherlands: ITS.
Mooij, T., & Smeets, E. (1997). Beginkenmerken van leerlingen in de basisschool [Entry characteristics of pupils in kindergarten]. Nijmegen, the Netherlands: University of Nijmegen, ITS.
Mulder, L. (1996). Meer voorrang, minder achterstand [More priority, less disadvantage]? Nijmegen, the Netherlands: University of Nijmegen, ITS.
Ratzki, A., Keim, W., Mönkemeyer, M., Neiβer, B., Schulz-Wensky, G. and Wübbels, H. (Eds.) (1996). Team-Kleingruppen-Modell Köln-Holweide. Theorie und Praxis [The team-small-group-model Köln-Holweide: Theory and practice]. Frankfurt, Germany: Peter Lang.
Simons, P. R.-J. (1997). From romanticism to practice in learning. Lifelong learning in Europe, 1, 8–15.
Skinner, D., Bryant, D., Coffman, J., Campbell, F. (1998). Creating risk and promise children’s and teachers’ coconstructions in the cultural world of kindergarten. The Elementary School Journal, 98(4), 297–310.
Slavin, R. E. (1997). Educational Psychology: Theory and Practice. Boston, MA: Allyn & Bacon.
Stern, D., & Huber, G. L. (Eds.) (1997). Active learning for students and teachers. Reports from eight countries. Frankfurt am Main, Germany: Peter Lang.
Terwel, J. (1990). Real Maths in Co-operative Groups in secondary Education. In N. Davidson (Ed.), Cooperative Learning in Mathematics (pp. 228–264). New York: Addison-Wesley.
Terwel, J., Herfs, P. G. P., Mertens, E. H. M., & Perrenet, J. Chr. (1994). Co-operative learning and adaptive instruction in a mathematics curriculum. Journal of Curriculum studies, 26(2), 17–233.
Tymms, P., Merrell, C., & Henderson, B. (1997). The first year at school: a quantitative investigation of the attainment and progress of pupils. Educational Research and Evaluation, 3(2), 101–118.
Walker, H. M., Kavanagh, K., Stiller, B., Golly, A., Severson, H. H., & Feil, E. G. (1998). First step to success: An early intervention approach for preventing school antisocial behavior. Journal of Emotional and Behavioral Disorders, 6(2), 66–80.
Webb, N. M., & Farivar, S. (1994). Promoting Helping Behavior in Co-operative Small Groups in Middle School Mathematics. American Educational Research Journal, 31(2), 369–395.
Wegerif, R., Mercer, N., & Dawes, L. (1998). Software design to support discussion in the primary curriculum. Journal of Computer Assisted Learning, 14, 199–211.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2000 Kluwer Academic Publishers
About this chapter
Cite this chapter
Mooij, T., Terwel, J., Huber, G. (2000). A Social Perspective on New Learning. In: Simons, RJ., van der Linden, J., Duffy, T. (eds) New Learning. Springer, Dordrecht. https://doi.org/10.1007/0-306-47614-2_10
Download citation
DOI: https://doi.org/10.1007/0-306-47614-2_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6296-8
Online ISBN: 978-0-306-47614-3
eBook Packages: Springer Book Archive