The Use of Cooperative Learning with Elementary Gifted Students: Practical and Theoretical Implications.

摘要: This paper addresses the controversy regarding use of cooperative learning with gifted elementary students, by means participant observation methodology. The study had three segments: (1) fourth through sixth grade students working in groups at a pullout site; (2) interviews to assess student understanding and attitudes toward learning; (3) teachers on their perceptions students' responses. Results supported heterogeneous or homogeneous settings. Observation indicated that demonstrated social academic behaviors cited literature. No evidence was found indicating lowered achievement, though did work pace group. Students reported they learned from nongifted group members as well peers. Recommendations address appropriate inappropriate uses students. Appendices contain list characteristics learning, processing sheet be filled out end lesson, individual evaluation sheets. (Contains 29 references.) (DB) *********************************************************************** Reproductions supplied EDRS are best can made original document. Paper presented Annual Meeting American Educational Research Association April 12, 1993, Atlanta Georgia THE USE OF COOPERATIVE LEARNING WITH ELEMENTARY GIFTED STUDENTS: PRACTICAL AND THEORETICAL IMPLICATIONS Judy Stout Lawton Public Schools Lawton, OK 73501 INIENTMENT Of EDUCATION Once Ei ENNANAN