合作学习对自我报告的同行关系,同行支持和残疾学生在课堂上的参与的影响
Mark J Van Ryzin1, Christopher Murray1, Cary J Roseth2
1University of Oregon, Eugene, OR.
The Journal of educational research
|April 17, 2025
概括
合作学习 (CL) 显著改善了中学生的同行关系和课堂参与. 这些积极影响对残疾学生最为明显,促进了社会融合.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 特殊教育 特殊教育
背景情况:
- 学生残疾人经常面临的挑战,在形成高质量的同龄人关系.
- 之前的干预集中在个人技能或包容性实践上.
研究的目的:
- 调查合作学习 (CL) 对同行关系,学术支持和参与的影响.
- 检查CL对残疾和无残疾学生的差异性影响.
主要方法:
- 一个为期两年的集群随机试验,涉及中学.
- 从有和没有残疾的学生收集了4个波的数据.
主要成果:
- 合作学习为所有学生带来了同行关系,学术支持和参与的积极收益.
- 患有残疾的学生经历了更显著的改善.
结论:
- 合作学习是加强社会融合和学术成果的有效策略.
- 结果支持使用CL来培养包容性学校环境.
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