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- Vol 3 RE: Chapters 1, 2, 6, App A
- Vol 3 TE: App C
cooperative learningindividual accountabilitygroup goalsgroup rewardspeer explanationpositive interdependenceJournal article Evidence summaryAt a glance
Slavin reviews evidence about when cooperative learning improves achievement and compares motivational, social-cohesion, cognitive-developmental, and cognitive-elaboration explanations.
Key ideas
The strongest classroom evidence supports structures that combine a meaningful group goal with individual accountability: teammates have a reason to explain, encourage, and check one another’s learning, but no member can succeed merely by relying on others. Group rewards based on the sum of individual learning gains create this alignment without requiring competition for scarce grades. Cohesion, peer modelling, conflict among perspectives, and elaborative explanation can contribute, yet goodwill or unstructured discussion alone does not reliably produce mastery. The review distinguishes cooperative methods by task, incentive, and accountability structures and identifies unresolved questions about grouping, curriculum, duration, and transfer across subjects.
Why it matters
Its practical message is that putting students at the same table is not an intervention; teachers must design interdependence so that helping the group requires every learner to understand.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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