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The clash of the paradigms: Tracking, cooperative learning, and the demolition of the zone of proximal development.


The clash of the paradigms: Tracking, cooperative learning, and the demolition of the zone of proximal development.

Reilly, Rosemary C. ORCID: https://orcid.org/0000-0001-7274-4488 and Mitchell, Sidney N. (2010) The clash of the paradigms: Tracking, cooperative learning, and the demolition of the zone of proximal development. Alberta Journal of Educational Research, 56 (4). pp. 419-435. ISSN 1923-1857

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This report describes the impact of cooperative learning in low track and regular classrooms, using the dimensions of student alienation, academic self-esteem, willingness to cooperate, and academic supportiveness. The investigators examined the influence of student agency in choosing peers for the cooperative groups in a high school science classroom. Results indicate that the ability for low track students to choose group mates can result in greater feelings of alienation, have no effect on bolstering a lower academic self-esteem, and decrease willingness to cooperate with peers. Regardless of stream, students did not feel academically supported by peers in the classroom. Recommendations for using cooperative learning and coping with educational reform are discussed.

Divisions:Concordia University > Faculty of Arts and Science > Applied Human Sciences
Item Type:Article
Authors:Reilly, Rosemary C. and Mitchell, Sidney N.
Journal or Publication:Alberta Journal of Educational Research
Keywords:tracking; cooperative learning; high school science classrooms; zone of proximal development
ID Code:982289
Deposited By: Rosemary Reilly
Deposited On:27 Apr 2017 13:14
Last Modified:18 Jan 2018 17:54


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