An interaction of student ethno cultural background with reward structure in group learning

The current study seeks to address a gap in the literature concerning the interaction between variables associated with the configuration of group learning contexts and variables associated with students themselves.

Author(s): Hurley, E.A., Allen, B. A. & Boykin A. W.
Publication: Cognition & Instruction
Year: 2009

Areas of Study: , , , , , , , , , , ,

Cooperative learning in the social studies: balancing the social and the studies

More than twenty-five years of experimental research in schools indicates that outcomes, particularly achievement outcomes, are affected by how teachers structure and implement cooperative learning methods. One can think about effective use of cooperative learning in social studies as being attentive to both the social and the studies.

Author(s): Slavin, R.E., Chamberlain, A.M., & Hurley, E.A.
Publication: Stahl, Robert J. & Van Sickle, Ronald L., (Eds.), Cooperative Learning in the Social Studies Classroom: An Introduction: 2nd Edition, Tempe Arizona: National Council for the Social Studies Bulletin.
Year: 2009

Areas of Study: ,

Asking the how questions: Quantifying group processes behaviors

Coded videotapes of students working together on a math-learning task to quantify the incidence of micro behaviors associated with process loss and process gain (I. D. Steiner, 1972). Factor analysis of 11 categories of coded behaviors revealed 3 factors that accounted for 67% of the explained variance.

Author(s): Hurley E.A. & Allen, B. A.
Publication: The Journal of General Psychology: Experimental, Physiological, and Comparative Psychology, 134(1),5-21.
Year: 2007

Areas of Study: , , ,

Communal vs. individual learning of a math-estimation task: African American children and the culture of cooperative learning contexts

Compared the performance of African American 5th-grade students who studied a math-estimation task across learning contexts that differed in the degree to which they afforded the expression of communalism. Posttest performance was best for students who studied in the high communal-learning context. The findings support the contention that the cultural context of learning can be a critical mediator of children’s performance

Author(s): Hurley, E. A., Allen, B. A. & Boykin, A.W.
Publication: Journal of Psychology: Interdisciplinary & Applied, Vol. 139(6), pp. 513-527
Year: 2005

Areas of Study: , , , ,

Cooperative learning and achievement: Theory and research

Given the substantial body of research on cooperative learning and the widespread use of cooperative learning techniques, it might be assumed that there is little further research to be done. Yet this is not the case.

Author(s): Slavin, R.E., Hurley, E.A., & Chamberlain, A.M.
Publication: W.M. Reynolds & G.E. Miller (Eds.), Handbook of Psychology, Volume 7 (pp. 177-198). Hoboken, NJ: Wiley.
Year: 2003

Areas of Study: ,

Cooperative learning in schools

The various perspectives should be seen as complementary, not contradictory. While cognitively oriented strategies may not explicitly focus on motivation, motivational strategies invariably include peer interaction and cognitive engagement among group mates.

Author(s): Slavin, R. E., Hurley, E. A., Chamberlain, A. M.
Publication: N.J. Smelser and Paul B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 2756-2761). Oxford, England: Pergamon.
Year: 2001

Areas of Study: ,