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dc.contributor.authorBeavers, Sharon D.
dc.date.accessioned2014-03-04T18:18:07Z
dc.date.available2014-03-04T18:18:07Z
dc.date.issued2009-08
dc.identifier.otherbeavers_sharon_d_200908_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/beavers_sharon_d_200908_edd
dc.identifier.urihttp://hdl.handle.net/10724/25735
dc.description.abstractThe primary purpose of this twelve-week case study was to explore the use of a cooperative learning strategy with small groups of students in a 12th-grade economics class as diverse learners prepared for tests. The complete case study was based on observations of students, student surveys, focus group interviews, and interviews with educators at the school who had used cooperative learning strategies with their classes. The experiences of these students an educators informed the case study about individual and cooperative group learning, differentiated group roles, accountability, and test outcomes. Findings were consistent with the literature regarding secondary and higher education cooperative learning with positive outcomes for social and motivational factors.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectCooperative Learning
dc.subjectStudent Teams Achievement Divisions
dc.subjectEnd-of-Course Test
dc.titleHigh school economics, cooperative learning, and the end-of-course test
dc.title.alternativea case study
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentElementary and Social Studies Education
dc.description.majorSocial Science Education
dc.description.advisorRonald Vansickle
dc.description.advisorJudith Preissle
dc.description.advisorJohn D. Hoge
dc.description.committeeRonald Vansickle
dc.description.committeeJudith Preissle
dc.description.committeeJohn D. Hoge
dc.description.committeeHillary Conklin


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