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The article discusses the optimal types of tasks and exercises that help students to effectively enrich their vocabulary in the Russian language textbook. In addition to the use of traditional types of vocabulary work, innovative ways to increase vocabulary that develop speech and broaden teachers' worldviews are also demonstrated

The article discusses the optimal types of tasks and exercises that help students to effectively enrich their vocabulary in the Russian language textbook. In addition to the use of traditional types of vocabulary work, innovative ways to increase vocabulary that develop speech and broaden teachers' worldviews are also demonstrated

Aim: The study compared the pattern of deficits, intelligence and neuropsychological functioning in subcategories of learning disorders. Methods: Forty-six children (16 with reading disorders, 11 with writing disorders and 19 with both reading and writing disorders--mixed group) in the age range of 7-14 years were assessed using the NIMHANS Index of Specific Learning Disabilities, Malin's Intelligence Scale for Indian Children, and the PGI Memory Scale. Results: The mixed group had greater dysfunction than the reading and writing groups in alphabet sequencing and graded division, and the mixed group had greater dysfunction than the writing group in capital letters, division and graded subtraction. Also, the mixed and reading groups had greater dysfunction than the writing group in speech and language. Intellectual functions and mental balance (on PGI memory scale) were more affected in the mixed group in comparison to the writing group. Conclusion: Subtypes of learning disorders differ in terms of their neuropsychological profile with the mixed group having greater dysfunction. (Contains 1 table.)

In response to recent stress on incorporating core thinking into subject curriculum, the mediated learning experience (MLE) is being incorporated into the preservice training modules of the Singapore National Institute of Education (NIE). This study examines: (1) factors contributing to the preservice teacher's commitment to using MLE; (2) specific components of MLE that are actually implemented; (3) the extent to which teachers manifest any transfer when teaching content areas; and (4) practical problems faced by teachers when implementing MLE in a school setting. This study is ongoing and only qualitative data have been analyzed so far. Preservice graduate teachers (n=46) were given 20 hours of training in the application of MLE criteria during their first year at NIE. Graduate teacher trainees were posted for about 10 weeks of teaching practice (practicum) in several primary and secondary schools. Anecdotal records, videotapes of MLE lessons and a reflective rating scale were used. Most participants reported that they would continue to use MLE procedures even after graduation; some suggested that in-service training would facilitate proper implementation of the program. (Contains 10 references.) (LH)

What prompts the students to respond in online dialogic discussion? Why some students chose to fall out? This case study through the lens of phenomenography observation attempts to explain the five decision steps of students to respond in Meta-cognitive Learning in Free Online Groups (MetaL-FrOG) discussion. It presents a part of a research project by the name of Triarchy Perspective on Meta-cognitive Learning in Free Online Groups. The research setting was online learner community on the platform of Free Online Group web intended for post-graduate students enrolled for the paper Psychology of Learning in Faculty of Education, University Malaya, Malaysia. Preliminary study revealed three factors contributed to MetaL-FrOG success: Motivation, Cognitive Resources and Pro-learning Behaviors. This paper only presents a part of the findings under the Pro-Learning Behaviors Sub-theory. We found striking similarities between the model proposed by Latane & Darley (1971), Five Essential Steps to a Pro-social Response in an Emergency, and our research subject. The model which explains the course of a pro-social decision was borrowed and modified as surrogate theory to explain the online discussion response of the students. The insights help educators to better understand what holds students back from fruitful online peer diologic discussion. (Contains 3 figures.)

This article is from PLoS Computational Biology , volume 10 . Abstract Learning has been studied extensively in the context of isolated individuals. However, many organisms are social and consequently make decisions both individually and as part of a collective. Reaching consensus necessarily means that a single option is chosen by the group, even when there are dissenting opinions. This decision-making process decouples the otherwise direct relationship between animals' preferences and their experiences (the outcomes of decisions). Instead, because an individual's learned preferences influence what others experience, and therefore learn about, collective decisions couple the learning processes between social organisms. This introduces a new, and previously unexplored, dynamical relationship between preference, action, experience and learning. Here we model collective learning within animal groups that make consensus decisions. We reveal how learning as part of a collective results in behavior that is fundamentally different from that learned in isolation, allowing grouping organisms to spontaneously (and indirectly) detect correlations between group members' observations of environmental cues, adjust strategy as a function of changing group size (even if that group size is not known to the individual), and achieve a decision accuracy that is very close to that which is provably optimal, regardless of environmental contingencies. Because these properties make minimal cognitive demands on individuals, collective learning, and the capabilities it affords, may be widespread among group-living organisms. Our work emphasizes the importance and need for theoretical and experimental work that considers the mechanism and consequences of learning in a social context.

This article is from PLoS Computational Biology , volume 10 . Abstract Learning has been studied extensively in the context of isolated individuals. However, many organisms are social and consequently make decisions both individually and as part of a collective. Reaching consensus necessarily means that a single option is chosen by the group, even when there are dissenting opinions. This decision-making process decouples the otherwise direct relationship between animals' preferences and their experiences (the outcomes of decisions). Instead, because an individual's learned preferences influence what others experience, and therefore learn about, collective decisions couple the learning processes between social organisms. This introduces a new, and previously unexplored, dynamical relationship between preference, action, experience and learning. Here we model collective learning within animal groups that make consensus decisions. We reveal how learning as part of a collective results in behavior that is fundamentally different from that learned in isolation, allowing grouping organisms to spontaneously (and indirectly) detect correlations between group members' observations of environmental cues, adjust strategy as a function of changing group size (even if that group size is not known to the individual), and achieve a decision accuracy that is very close to that which is provably optimal, regardless of environmental contingencies. Because these properties make minimal cognitive demands on individuals, collective learning, and the capabilities it affords, may be widespread among group-living organisms. Our work emphasizes the importance and need for theoretical and experimental work that considers the mechanism and consequences of learning in a social context.

Social loafing research has spanned several decades and fields of study. Research has provided support for both the existence of social loafing and its antecedents within the laboratory, classroom, and work place. Studies regarding the perceptions of social loafing and its effects in the online learning environment, however, are largely non-existent. This study surveyed 227 online learning students who were participating in online learning groups. The study seeks to determine whether the perception of social loafing exists within online learning groups. In addition, several psychosocial factors identified in face-to-face environments are analyzed to determine their impact in online learning groups. Evidence supports both the perception of social loafing in online learning groups as well as similarities between social loafing antecedents in face-to-face groups and those in the online learning environment. (Contains 2 tables.)

This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and T.test were employed for data analysis. Findings from this study indicated the effectiveness of differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in the target students. On the basis of the findings, the study advocated for the effectiveness of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in learning disabled students.

Blended learning can facilitate many opportunities about usage of online discussion for different purposes. As a tool in blended learning, online discussions widen the walls of classroom discussions in a virtual manner. Especially, in teacher education programs case based discussions are very helpful for pre-service teachers to practice real-life situations. By this way, the link between theory and practice can be established. This study aims to examine the pre-service teachers' experiences about three different discussion structures in a case based blended learning environment. This study also explored their thoughts toward the effects of online discussion on their professional development and their suggestions to increase the effectiveness of online discussion. The participants of this study were 14 pre-service teachers from the department of Early Childhood Education (ECE) of a funded university. The six open-ended questions were asked in order to explore the opinions of the pre-service teachers. The qualitative data were analyzed through the matrix displays. (Contains 1 figure.)

Blended learning can facilitate many opportunities about usage of online discussion for different purposes. As a tool in blended learning, online discussions widen the walls of classroom discussions in a virtual manner. Especially, in teacher education programs case based discussions are very helpful for pre-service teachers to practice real-life situations. By this way, the link between theory and practice can be established. This study aims to examine the pre-service teachers' experiences about three different discussion structures in a case based blended learning environment. This study also explored their thoughts toward the effects of online discussion on their professional development and their suggestions to increase the effectiveness of online discussion. The participants of this study were 14 pre-service teachers from the department of Early Childhood Education (ECE) of a funded university. The six open-ended questions were asked in order to explore the opinions of the pre-service teachers. The qualitative data were analyzed through the matrix displays. (Contains 1 figure.)

Blended learning can facilitate many opportunities about usage of online discussion for different purposes. As a tool in blended learning, online discussions widen the walls of classroom discussions in a virtual manner. Especially, in teacher education programs case based discussions are very helpful for pre-service teachers to practice real-life situations. By this way, the link between theory and practice can be established. This study aims to examine the pre-service teachers' experiences about three different discussion structures in a case based blended learning environment. This study also explored their thoughts toward the effects of online discussion on their professional development and their suggestions to increase the effectiveness of online discussion. The participants of this study were 14 pre-service teachers from the department of Early Childhood Education (ECE) of a funded university. The six open-ended questions were asked in order to explore the opinions of the pre-service teachers. The qualitative data were analyzed through the matrix displays. (Contains 1 figure.)

Blended learning can facilitate many opportunities about usage of online discussion for different purposes. As a tool in blended learning, online discussions widen the walls of classroom discussions in a virtual manner. Especially, in teacher education programs case based discussions are very helpful for pre-service teachers to practice real-life situations. By this way, the link between theory and practice can be established. This study aims to examine the pre-service teachers' experiences about three different discussion structures in a case based blended learning environment. This study also explored their thoughts toward the effects of online discussion on their professional development and their suggestions to increase the effectiveness of online discussion. The participants of this study were 14 pre-service teachers from the department of Early Childhood Education (ECE) of a funded university. The six open-ended questions were asked in order to explore the opinions of the pre-service teachers. The qualitative data were analyzed through the matrix displays. (Contains 1 figure.)

Blended learning can facilitate many opportunities about usage of online discussion for different purposes. As a tool in blended learning, online discussions widen the walls of classroom discussions in a virtual manner. Especially, in teacher education programs case based discussions are very helpful for pre-service teachers to practice real-life situations. By this way, the link between theory and practice can be established. This study aims to examine the pre-service teachers' experiences about three different discussion structures in a case based blended learning environment. This study also explored their thoughts toward the effects of online discussion on their professional development and their suggestions to increase the effectiveness of online discussion. The participants of this study were 14 pre-service teachers from the department of Early Childhood Education (ECE) of a funded university. The six open-ended questions were asked in order to explore the opinions of the pre-service teachers. The qualitative data were analyzed through the matrix displays. (Contains 1 figure.)

Rogers (1970) suggests that group therapy may be both safer and far more effective than individual counseling and therapy in achieving conditions which encourage learning and personal growth. There are many "how to's" and "do's and don'ts" which will ameliorate conditions for creating learning, or problem solving, groups. The author delineates many of those conditions in this paper along with some requisite dimensions of leader behavior, number behavior, and group process. (Author/HMV)

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This study investigated congruence in ego stage and group relevant aspects of teachers' and learners' personalities, and between their preferences for and perceptions of group work and emotionality behaviors, as related to learners' learning achievement and to teacher and student satisfaction with learning group membership. Subjects (130 learners and seven teachers) were given the Ideal Group and Self-Description questionnaires, and measures of perception and satisfaction; each teacher also constructed a test of terminal student proficiency. Overall evidence from analysis of the ego-stage dyadic congruency, the group-relevant congruency, and the preference and perception congruency variables in association with teacher and learner satisfaction and learning achievement, did not form any assumptions as to their predictive relationships. The data did reveal some strength by the ego-stage dyadic congruency variable, especially in association with the dependent variables of learner achievement. Supplemental analysis of the eight ego stages indicated that teacher-learner dyadic congruency was not significantly related to learner satisfaction. Reasons for the findings were suggested, along with wider implications. Thesis is available from University Microfilms. (LY)

A survey of informal learning among 318 teachers and HRD professionals was conducted. Analysis of the data found that teachers rely to a greater extent on interactive informal learning activities while HRD professionals rely to a greater extent on independent learning activities. Data analysis also found that six environmental factors inhibit engagement in informal learning and seven personal characteristics enhance motivation to participate in informal learning. Implications for HRD theory, research, and practice are discussed. (Contains 1 table.)

This multi-method study explored how children conceptualize emergent leadership in collaborative learning groups, and whether emergent leadership was associated with student achievement motivation. Fourth and fifth grade students participated in a collaborative math activity. After the group math task, 294 students were surveyed on their achievement orientation and emergence of leadership. Within their learning groups, a subset of 18 students was individually interviewed. The interview data revealed that elementary school- aged children are aware of the emergence of leadership in collaborative learning groups, describing leadership behaviors in two domains: task-focused and relationship-focused. The survey data revealed that while task-focused leadership was only associated with performance goal orientations. Relationships-focused leadership was associated with both mastery and performance goals, though the association was stronger with mastery goals. Taken together, this study shows the importance of including emergent leadership in the study of collaborative learning groups. (Contains 39 references.) (Author)

The majority of studies investigating individual versus small group achievement within the computer-based training (CBT) framework have found no significant differences between the two experimental groups. Some studies produced significantly positive results, but no study produced significantly negative results. However, one would expect groups to outperform individuals. After reviewing the small group CBT literature, this paper suggests that in past studies, the behavior of the students in the small groups has not been appropriately structured. Based on related traditional instruction research, it appears that guiding students' behavior/discussions following CBT may increase achievement. A reciprocal peer-questioning model is proposed to provide this type of guidance. This model is briefly described and research is suggested. Implications of this model for distance learning are also provided.

Isolated from other professionals, teachers and their practice are embedded within a hierarchical system in which the day-to-day activities are governed by external forces: administrative mandates, parental request, and currently, legislative directives. One issue facing teachers today and about which their voices are infrequently heard is that of culture, and the growing diversity of the pupil population of the United States. This diversity stands in contrast to a notable lack of apparent diversity in the teaching force. This paper is about teacher study groups as activity settings where teachers might break free of that isolation and engage in powerful learning about culture and literacy. The paper reports on research conducted from 1995 through 1997 on two study group contexts for teacher learning--one focused on exploring culture, literacy, and autobiography through a master's course, and a subsequent voluntary book club called the Literary Circle, which continued for two years. The paper states that the study of the activity settings and participants' conversations in the course and the book club led to the theorizing about the meaning of "sustain" and "sustainable" when referring to teacher development in study groups. It first describes the research into the two study groups, as well as the underlying rationale for the thematic focus and value placed on conversations within the study group. It then shifts focus to a discussion of sustainability in light of the groups' described activities and subsequent initiatives. (Contains 27 references.) (NKA)

A study of 786 fourth-grade students (229 gifted and 557 nongifted) assessed the effects of both heterogeneous and homogeneous grouping in cooperative learning settings on the performance of gifted and nongifted students. Results found that gifted fourth-grade students experienced no adverse effects as a result of interacting with nongifted students in cooperative learning groups. The gifted students did not learn less, experience a decline in self-concept, or become less popular with peers. Gifted students were seen as more friendly and better leaders, and they experienced a relative increase in social self-esteem in heterogeneous groups. The nongifted students did not experience an increase in achievement due to the presence of a gifted student. Nongifted students in heterogeneous groups suffered from a decline in self-esteem and a decline in perception by nongifted peers on task-relevant activities. In sum, the heterogeneous grouping was found to have positive socioemotional outcomes for the gifted students and negative ones for nongifted students. Appendices include mathematics and science achievement tests, a self-perception test, a student attitude questionnaire, a content area preference scale, and mathematics curriculum worksheets. (Contains over 100 references.) (Author/CR)

Following an opening statement explaining the importance of small groups as an educational innovation, the author examines seven different types of groups, their organization and function. 1) The task group involves students in many types of meaningful work, with each member able to make a useful contribution towards the completion of the task. 2) The didactic group has the teacher or leader presenting material with the purpose of informing, reviewing or clarifying. 3) The tutorial group puts the emphasis on individual instruction, usually of a remedial nature. 4) The discursive group provides for free and uninhibited discussion by students of a topic of prime importance to them, with the teacher in the role of interested observer. 5) The brainstorming group is problem or solution centered, without criticism, and the teacher's role is to motivate, to get the ball rolling, and then to stay out. 6) The heuristic group places the emphasis on inquiry and discovery, and is intended to make students skillful askers of questions. 7) The maieutic group uses the Socratic method to determine the answer to a question through the open and honest exchange of informed opinion. (MBM)

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors' original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes. (Contains 2 figures and 1 table.)

This report presents conceptual frameworks for inclusive learning, good practices in learning cities and recommendations for the future. The COVID-19 pandemic has had an enormous impact on life in cities, as well as exposing and exacerbating almost all forms of inequality. Access to high-calibre, resilient infrastructure, reliable basic services and decent jobs must be provided to all urban and rural dwellers. Achieving this means ensuring learning opportunities in cities are of high quality, inclusive of the diverse backgrounds of all learners and offered on a continuous basis throughout life. This publication features chapters on learning cities' endeavours to promote inclusive lifelong learning for vulnerable groups. It is based on research papers prepared for the fourth International Conference on Learning Cities, which took place in 2019 in Medellín, Colombia, under the theme 'Inclusion -- A principle for lifelong learning and sustainable cities' and hence marks a transition between the learning city conferences of 2019 and 2021. Though the examples included in the publication were in place before the pandemic took hold, they show how populations that were made even more vulnerable by the pandemic can be effectively targeted by lifelong learning opportunities.

Human language and cognition do not develop independently of each other but are intricately intertwined in various ways. This contribution presents the interplay between linguistic and cognitive abilities of learners at the individual level and relates them to the level of external contextual factors in social and educational environments. In empirical research, it is important to differentiate between so-called proximal and distal external factors: A causal effect on the individual learner can be primarily assumed through the direct stimulation of proximal factors, i.e., in personal interaction (Proximity of Stimulation approach, Kersten 2020, 2023). Therefore, external factors should be differentiated and special attention should be given to the proximal factors as direct influencing factors in empirical studies. This contribution begins with some terminological clarifications. In the following section, the connections between individual linguistic and cognitive development are discussed using selected variables in both directions (internal perspective). Initially, findings regarding the influence of multilingualism on cognitive abilities are examined, followed by the influence of cognitive abilities on L2 acquisition in the reverse direction. Finally, the contribution focuses on external contextual factors. Findings on family contextual factors such as linguistic and social background are presented. Lastly, educational contextual factors are explored, particularly discussing whether and how instructional factors can contribute to creating conducive conditions for mutual development in both domains, cognition and language, and potentially compensating for disadvantaged learner groups (cf. Kersten 2019). [This is the translated version of originally published title "Der Zusammenhang von kognitiven Fähigkeiten und Mehrsprachigkeit im frühen L2-Erwerb: Individuelle und externe Variablen," which was published in: "Language Education and Acquisition Research: Focusing Early Language Learning," edited by H. Böttger et al., Klinkhardt, 2020, pp. 82-116.]

This action research examines how focused organization, group roles, and gender grouping impact student participation when working in a cooperative group setting. Fifty-two sixth graders were studied for a period of nine weeks. Results show when students are organized in their cooperative groups, there will be an increase in student participation. Participation also increased when students were given assigned roles. Lastly, this research shows that my hypothesis was incorrect by thinking participation would increase when students work in same gender cooperative groups. To come to these results, data was collected using a triangular approach focusing on observations, change in grades, and questionnaires. The following are appended: (1) Data Collection Matrix; (2) Teacher Observation Log: Focused Organization; (3) Focused Organization; (4) Teacher Observation Log: Group Roles; (5) Student Roles; (6) Group Roles; (7) Teacher Observation Log: Gender Grouping; and (8) Gender Grouping. (Contains 5 figures.)

A mixed-method quasi-experimental study was designed to determine how 130 undergraduates in an introductory astronomy survey course laboratory changed their understanding of scientific inquiry working as individuals in relative isolation compared to working in small, collaborative learning groups when using specially designed astronomy curricula based on a backwards faded scaffolding approach (Slater, Slater, & Lyons, 2010). The results of this two-group comparison study were determined by examining the change in responses from the pretest to the posttest administration of the Views of Scientific Inquiry (VOSI) survey (Schwartz, Lederman, & Lederman, 2008), the increase in scores on laboratory exercises, and analysis of field notes from the instructor. Analysis suggests that all students increased their understanding of scientific inquiry and astronomy when using the specially designed course materials regardless if the students were working in groups or individually in the learning laboratories. However, qualitative analysis yields further insight that there exists a qualitative difference in the complexity of research questions students working in groups elect to pursue over those students working independently.

A mixed-method quasi-experimental study was designed to determine how 130 undergraduates in an introductory astronomy survey course laboratory changed their understanding of scientific inquiry working as individuals in relative isolation compared to working in small, collaborative learning groups when using specially designed astronomy curricula based on a backwards faded scaffolding approach (Slater, Slater, & Lyons, 2010). The results of this two-group comparison study were determined by examining the change in responses from the pretest to the posttest administration of the Views of Scientific Inquiry (VOSI) survey (Schwartz, Lederman, & Lederman, 2008), the increase in scores on laboratory exercises, and analysis of field notes from the instructor. Analysis suggests that all students increased their understanding of scientific inquiry and astronomy when using the specially designed course materials regardless if the students were working in groups or individually in the learning laboratories. However, qualitative analysis yields further insight that there exists a qualitative difference in the complexity of research questions students working in groups elect to pursue over those students working independently.

A mixed-method quasi-experimental study was designed to determine how 130 undergraduates in an introductory astronomy survey course laboratory changed their understanding of scientific inquiry working as individuals in relative isolation compared to working in small, collaborative learning groups when using specially designed astronomy curricula based on a backwards faded scaffolding approach (Slater, Slater, & Lyons, 2010). The results of this two-group comparison study were determined by examining the change in responses from the pretest to the posttest administration of the Views of Scientific Inquiry (VOSI) survey (Schwartz, Lederman, & Lederman, 2008), the increase in scores on laboratory exercises, and analysis of field notes from the instructor. Analysis suggests that all students increased their understanding of scientific inquiry and astronomy when using the specially designed course materials regardless if the students were working in groups or individually in the learning laboratories. However, qualitative analysis yields further insight that there exists a qualitative difference in the complexity of research questions students working in groups elect to pursue over those students working independently.

This study investigated the impact of a sequence of social relationship activities on regard for classmates and teammates in middle school (grade 7) mathematics classes using cooperative learning. The sample consisted of 184 students (55% Hispanic American, 27% White, 14% Black, and 3% Asian American) in a city in Los Angeles County (California). Two teachers each taught three classes; each teacher taught two experimental treatment (cooperative learning) classes and one conventional (comparison) class. Activities were sequenced and related to the following stages of group development: (1) class-building; (2) preparation for group work/team-building; (3) communication; and (4) cooperation and helping behaviors. Students in experimental groups also received instruction in effective explaining and problem solving. Overall, the sequence of interventions was effective in increasing students' regard for one another. Class-building increased students' regard for classmates, and team-building and activities to prepare for group work were effective in increasing students' regard for teammates and cross-ethnic and cross-gender regard. The differences between classes demonstrate how cooperative learning can differ in practice even when teachers have the same instructions and students have the same activities. Statistical data are presented in 12 tables. A 33-item list of references is included. (SLD)

This exemplary case study describes the learning process of two sixth-graders that learn from an animated worked-out example and an accompanying self-explanation prompt in the domain of fractions. It is based on a corresponding field study. The analysis focuses on the interaction with the computer, the communication between the students, the metacognitive aspects of the learning process and self-explanations. Supported with quantitative data, the qualitative results show that worked-out examples are proper materials for learning in groups of two. Furthermore, it is shown that self-explanation prompts have positive effects on the learning process and the analysed aspects. With detailed scenes it is elucidated, how the interactive capabilities and the animations are used during the learning process. [For the complete proceedings, see ED597799.]

A form of group learning, cohorts, has become increasingly attractive to administrators, instructors, and participants in adult education. Basic academic skills cohort learning supports three types of knowing: instrumental, socializing, and self-authoring; whereas, in higher and adult education cohort learning, the development of critical reflection and knowledge construction is the focus. Cohort learners report such positive effects as increased critical thinking skills, greater individual development, enhanced knowledge base, and learning motivation. Some research has revealed that not all cohorts work well, due to characteristics and behaviors of group members. Actual measurement of cohort learning outcomes has been inadequately studied. Educators can enhance the cohort experience by doing the following: (1) developing group relationships at the beginning; (2) balancing group and individual development; (3) providing an environment that both supports and challenges; and 4) acknowledging and addressing group and individual tensions. (Contains 12 references.) (AJ)

This booklet describes the learning experiences that take place in and as a result of a learning laboratory. Part one presents a brief history of the group dynamics movement, focusing especially upon the history of the National Training Laboratory of the National Education Association. Some significant characteristics of laboratory learning are presented, along with important ground rules of training group activity. Also, a brief review of some relevant learning theories is included. Part two describes the group dynamics laboratory at Indiana State University, its background and development, the staff, the students, and the training sessions. Part three is a report of the findings of a 1973 follow-up study of former laboratory participants that was designed to ascertain if the stated purposes of the course were being accomplished and whether the learning designs had any lasting effects. Finally, the present state of the laboratory approach to learning is summarized in part four. A bibliography is also included. (Author/RC)

The Peer Review (PR) is a very popular technique to support socio-constructivist and connectivist learning processes, online or face-to-face, at all educational levels, in both formal and informal contexts. The idea behind this technique is that sharing views and opinions with others by discussing with peers and receiving and providing formative feedback enriches the quality of learning. In this study, a class of trainee teachers conducts an online PR. The resulting interactions are analyzed and evaluated by the researchers through the application of an evaluation model based on both quantitative and qualitative data. In particular, two conditions are studied, namely the PR in groups versus the PR in dyads. Results show that students who carried out the PR in groups were less active from the cognitive point of view, while they devoted more effort to deal with organizational matters and discourse facilitation.

What the Marine Corps achieved in Anbar constituted a major turning point in the Iraq War. Many had declared the fight there lost at the very time I MEF was launching a three-dimensional strategy in 2006 that culminated in 2007 with a strategic defeat for AQI and those insurgents aligned with it. The fight for Anbar Province demonstrated the Marine Corps s capacity to learn and change in order to address complicated and very violent challenges. The four-year fight in the Sunni heartland is an important illustration of that Marine capacity to improvise and adapt, which is infused into the Corps training routines and warrior ethos. This study details how I MEF designed and implemented a counterinsurgency approach that was contextualized for Anbar, consisting of (1) the COIN phases of clear, hold, build ; (2) tribal engagement to expand the operating force available to maintain local security; and (3) targeted counterterrorism aimed at degrading al Qaeda s clandestine apparatus.

The present study attempts to expand current question categorization schemes to identify question types that discriminate good learners from their peers in collaborative problem-solving groups. The study also explores the effects of person and task variables on students' question-asking behaviors in an effort to identify those that facilitate mathematics problem solving. Forty-seven fifth graders from two independent urban schools that use cooperative-learning methods participated in the study. Students were asked to solve fraction problems in one set containing continuous problems and in another set consisting of discrete problems. A question-categorization scheme was devised to code student requests to each other for information or assistance. No significant differences were found in the numbers of questions asked by students of high, low, or average ability. Although this appears contradictory to some previous results, it may be that including question types that were not exclusively help seeking explains the discrepancy. Overall, results indicate that type of task interacts with student characteristics and the setting to affect performance and students' peer-directed questions. Prior experience with cooperative-learning groups appears to have affected problem-solving and questioning performance. Two figures present study findings. (Contains 73 references.) (SLD)

The present study attempts to expand current question categorization schemes to identify question types that discriminate good learners from their peers in collaborative problem-solving groups. The study also explores the effects of person and task variables on students' question-asking behaviors in an effort to identify those that facilitate mathematics problem solving. Forty-seven fifth graders from two independent urban schools that use cooperative-learning methods participated in the study. Students were asked to solve fraction problems in one set containing continuous problems and in another set consisting of discrete problems. A question-categorization scheme was devised to code student requests to each other for information or assistance. No significant differences were found in the numbers of questions asked by students of high, low, or average ability. Although this appears contradictory to some previous results, it may be that including question types that were not exclusively help seeking explains the discrepancy. Overall, results indicate that type of task interacts with student characteristics and the setting to affect performance and students' peer-directed questions. Prior experience with cooperative-learning groups appears to have affected problem-solving and questioning performance. Two figures present study findings. (Contains 73 references.) (SLD)

The present research aims at contributing to the understanding of the different consequences of multi-attributional diversity and activation of stereotypes for targets and perceivers in CSCL groups in higher distance education. This is done by analysing self-reported and behavioral data.

The present research aims at contributing to the understanding of the different consequences of multi-attributional diversity and activation of stereotypes for targets and perceivers in CSCL groups in higher distance education. This is done by analysing self-reported and behavioral data.

The present research aims at contributing to the understanding of the different consequences of multi-attributional diversity and activation of stereotypes for targets and perceivers in CSCL groups in higher distance education. This is done by analysing self-reported and behavioral data.

This publication includes two papers by John Hollifield, three ERIC Digests and two ERIC resource lists on group learning, and a reprint of an ERIC search on cooperative learning in elementary and middle schools. The two papers are titled: (1) "Cooperative Learning in Elementary Schools: From Supplemental Instructional Practice to Schoolwide Restructuring"; and (2) "Trends in Elementary and Early Childhood Education." The first paper briefly describes a number of cooperative learning processes and examines the increasing pattern of use of cooperative learning processes in elementary schools over the last decade, as exemplified by the Johns Hopkins University Student Team Learning Processes. The processes are described, the research concerning them is summarized, and the existing knowledge about the use of the processes in elementary schools is discussed. Preceeded by a discussion of the school reform movement and demographic factors delineating the population of children, the trends identified and briefly discussed in the second paper are those currently influencing kindergarten, preschool education, child care, and elementary education. Digests and resource lists on ability grouping, cooperative learning strategies in children, mixed-age grouping and cooperative learning, and classroom and group interaction, and an ERIC search reprint containing 39 citations and abstracts, are included. (RH)

The theme for the 63rd annual conference of the Association of Literacy Educators and Researchers Building Bridges with and for Literacy. The first section of the Yearbook begins with Connie Briggs' Presidential address, followed by an article from the Betty Sturtevant Award recipients Aimee Morewood, Susan Taylor, Allison Swan Dagen, Julie W. Ankrum, and Christina Glance. Next, Kristal Elaine Vallie shared out the findings from her dissertation research titled Middle School Librarians' Perceptions and Promotion of Lesbian, Gay, Bisexual, transgender, and Questioning (LGBTQ) Books. Following this is the Masters Research Award Winner and the Spotlight article for the Judy Richardson Literacy as a Living Legacy Award. This section is concluded with the work of Stephanie Grote-Garcia, Evan Ortlieb, Bethanie Pletcher, Micharl Manderino, Vassiliki Zygouris-Coe, Juan Araujo, and Alexandra Babino titled Building Bridges Between Research and Practice: Reflecting Upon the Results of the 2019 What's Hot in Literacy Survey. In section two, titled Building Bridges with English Language Learners and Families, articles focus on ways to connect literacy with English language learners and their families. Section three focuses on connections between literacy, content, and Online learning. Section four focuses on making connections about diversity through literacy. Finally, section five focuses on learning with and for literacy. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of double blind peer review for acceptance in the Yearbook. The articles reflect the conference theme, Building Bridges Through Literacy, and expand upon it to explore ways to connect literacy through technology, with families, for English language learners, and diverse groups.

This article describes the teaching of process-oriented counselling skills in a group. The interweaving of theory and practice is discussed. The need for and a method of integrating the personal and professional growth of group members with the experiential and conceptual learning of counselling skills are outlined . The congruence of the content and the educational approach is an important element in the training. The development and significance of the community of learners, an intrinsic dimension of the training, are also described.

Paired-associate learning efficiency was assessed within four low-SES ethnic populations (black, Chinese-American, Latino-American, and white) as a function of presentation conditions and method of measurement (verbal recall vs. pictorial recognition). A mixed-list paired-associate task was administered individually to 40 second grade children from each group. The results revealed substantial effects for presentation conditions, but not for populations. Nevertheless, the pattern of conditions effects differed as a function of both populations and measurement method. An explanation of the results was discussed in terms of the concept of differential memory coding as a function of specific subject characteristics. (References, tables, and figures are appended.) (Author)

Collaboration in the classroom was studied using the Web of Intersubjectivity (L. Albert and others, 1999), a model of collaboration, and the concept of intersubjective inquiry was developed and explored. This study represents the third phase of an ongoing research project. In the first phase, researchers identified the Web of Intersubjectivity and intersubjective inquiry. In the second phase, researchers applied the Web of Intersubjectivity in their professional practices, and phase 3 concerned the use of intersubjective inquiry as research tool to assess the Web of Intersubjectivity as a model to guide the development and support of collaborative groups in individual classrooms. Intersubjective inquiry is a combination of the components of a bootstrap group, as identified by Heron (1996) and the tenets of educational action research. Data sources for this study included recorded conversations, e-mail discussions, field notes, readings, and samples of student work. Pedagogical practices were studied with 84 college algebra students and reflections were studied with 7 graduate students in a Master's program in occupational therapy. Study findings support the use of the Web of Intersubjectivity as a metaphor for planning and modifying collaborative learning experiences at graduate and undergraduate levels. They also show the fluid nature of the Web construct and the usefulness of intersubjective inquiry. (Contains 41 references.) (SLD)

In this paper, an application of one aspect of the Internet technology, namely Internet groups, into the teaching of American and British literatures is evaluated by means of a content analysis of the Internet group which was used as the course component. The aim of this paper was to see how students used the Internet group in the learning of literature so that the effect of the use of an Internet group on learning literature can be discussed. In this study, content analysis was used to understand the nature of the activity situated in the Internet group. The results of the analysis of the Internet group suggest that the Internet group was mainly used by the course takers for formal interaction. It is seen that very little collaboration or real interaction took place amongst the course takers towards creating meaning together. The results support the view that using technology in literature learning has advantages mainly because the students were interested in working in this group although they were neither graded in the activity nor were mandated to take part in it. (Contains 1 figure.) [Abstract and Extended Summary also in Turkish.]

The current study aims at investigating the impact of homogeneous versus heterogeneous collaborative learning grouping in multicultural classes on the students' achievements and attitudes towards learning science. In the present study, heterogeneity was unpacked through two dimensions: the cultural background, represented by the different nationalities present in the class and the students' different abilities. The interaction between these two factors and their combined effect on the achievement and attitudes were also investigated. The study also considered an approach to provide quality teaching for a diverse group of students by neutralizing the heterogeneity factor or reducing its negative effect. For this purpose, 100 nine graders from more than 10 countries in an independent preparatory school in Doha / Qatar were divided into four classes and distributed over the following learning "STAD" groups: (1) Heterogeneous by ability but homogeneous by nationality; (2) Heterogeneous by nationality but homogeneous by ability; (3) Entirely heterogeneous (i.e. by both the ability and the nationality); and (4) Entirely homogeneous (i.e. by both the ability and the nationality). A diagnostic placement test, standardized pretest and posttest in addition to the regular school tests were used to measure the achievement of the students. A Questionnaire was developed to measure the attitudes of the students towards learning science as well as towards group working. The study concluded that the main effects of group structure on the students' attitudes towards learning science were demonstrated by the heterogeneous group. It affected all the attitude components except the "working with students from different cultural backgrounds" dimension, where nearly all group types had the same effect. However, this positive attitude was enhanced when the effect of mixed ability classes was combined with the effect of multiculturalism. Having foreign students or students from different cultures in a mixed ability class, yielded the best desired results. Therefore, the researcher highly recommends maximizing the heterogeneity in a class in all possible ways. The implemented collaborative learning strategy made learning more fun and beneficial for the students, enhanced their self confidence, academic awareness, and consequently their overall attitude towards science. The heterogeneity factor had a negative effect on the achievement of the students. The students in the mixed ability classes scored less than the students in other groups. However, when the "same ability" groups contained students from different cultural backgrounds, the results were the most favorable. The optimum class composition that may yield best achievement results and constructs positive attitudes is a compromise that maximizes group diversity and prevents individual isolation. The interaction between the two factors (ability + multiculturalism) gives the best desired results. In multicultural classes, collaborative learning should be supported by a multicultural education program, otherwise it would have little if any positive effect on the students achievement and attitudes towards learning science. (Contains 21 tables and 1 figure.) [Abstract modified to meet ERIC guidelines.]

Money laundering is a major global problem, enabling criminal organisations to hide their ill-gotten gains and to finance further operations. Prevention of money laundering is seen as a high priority by many governments, however detection of money laundering without prior knowledge of predicate crimes remains a significant challenge. Previous detection systems have tended to focus on individuals, considering transaction histories and applying anomaly detection to identify suspicious behaviour. However, money laundering involves groups of collaborating individuals, and evidence of money laundering may only be apparent when the collective behaviour of these groups is considered. In this paper we describe a detection system that is capable of analysing group behaviour, using a combination of network analysis and supervised learning. This system is designed for real-world application and operates on networks consisting of millions of interacting parties. Evaluation of the system using real-world data indicates that suspicious activity is successfully detected. Importantly, the system exhibits a low rate of false positives, and is therefore suitable for use in a live intelligence environment.