Effects of Cooperative Learning on the Social Acceptance of Mainstreamed Academically Handicapped Students.

Nancy Madden; Robert Slavin

Effects of Cooperative Learning on the Social Acceptance of Mainstreamed Academically Handicapped Students.

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Abstract

Six classes enrolling academically handicapped and normal-progress elementary students were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance, academic achievement, and self-esteem. (Author/CL).

Original language	Undefined/Unknown
Pages (from-to)	171-182
Number of pages	12
Journal	European Journal of Special Needs Education
Volume	17
Issue number	2
Publication status	Published - 1983

Bibliographical note

Database: ERIC

Record type: New.

Language: English

DataStar source field: Journal of Special Education, Sum 1983, vol. 17, no. 2, p. 171-82.

DataStar update date: 19840101

Access to Document

http://elinks.dialog.com/servlet/LinkManager.StarLinksDirector?&year=1983&lm=false&rel=v3&userid=AAAWDK&publ=openURL8303011&aulast=Madden&pf_id=0&app=EDUCAT&snr=20110621_103540_f1cc7_25&db=ERIC&title=Journal+of+Special+Education&atitle=Effects+of+Cooperative+Learning+on+the+Social+Acceptance+of+Mainstreamed+Academically+Handicapped+Students. (Full text available at SFX)

Cite this

Madden, N., & Slavin, R. (1983). Effects of Cooperative Learning on the Social Acceptance of Mainstreamed Academically Handicapped Students. European Journal of Special Needs Education, 17(2), 171-182. http://elinks.dialog.com/servlet/LinkManager.StarLinksDirector?&year=1983&lm=false&rel=v3&userid=AAAWDK&publ=openURL8303011&aulast=Madden&pf_id=0&app=EDUCAT&snr=20110621_103540_f1cc7_25&db=ERIC&title=Journal+of+Special+Education&atitle=Effects+of+Cooperative+Learning+on+the+Social+Acceptance+of+Mainstreamed+Academically+Handicapped+Students. (Full text available at SFX)

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abstract = "Six classes enrolling academically handicapped and normal-progress elementary students were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance, academic achievement, and self-esteem. (Author/CL).",

author = "Nancy Madden and Robert Slavin",

note = "Database: ERIC Record type: New. Language: English DataStar source field: Journal of Special Education, Sum 1983, vol. 17, no. 2, p. 171-82. DataStar update date: 19840101",

year = "1983",

language = "Undefined/Unknown",

volume = "17",

pages = "171--182",

journal = "European Journal of Special Needs Education",

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Madden, N & Slavin, R 1983, 'Effects of Cooperative Learning on the Social Acceptance of Mainstreamed Academically Handicapped Students.', European Journal of Special Needs Education, vol. 17, no. 2, pp. 171-182. <http://elinks.dialog.com/servlet/LinkManager.StarLinksDirector?&year=1983&lm=false&rel=v3&userid=AAAWDK&publ=openURL8303011&aulast=Madden&pf_id=0&app=EDUCAT&snr=20110621_103540_f1cc7_25&db=ERIC&title=Journal+of+Special+Education&atitle=Effects+of+Cooperative+Learning+on+the+Social+Acceptance+of+Mainstreamed+Academically+Handicapped+Students. (Full text available at SFX)>

TY - JOUR

T1 - Effects of Cooperative Learning on the Social Acceptance of Mainstreamed Academically Handicapped Students.

AU - Madden, Nancy

AU - Slavin, Robert

N1 - Database: ERIC Record type: New. Language: English DataStar source field: Journal of Special Education, Sum 1983, vol. 17, no. 2, p. 171-82. DataStar update date: 19840101

PY - 1983

Y1 - 1983

N2 - Six classes enrolling academically handicapped and normal-progress elementary students were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance, academic achievement, and self-esteem. (Author/CL).

AB - Six classes enrolling academically handicapped and normal-progress elementary students were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance, academic achievement, and self-esteem. (Author/CL).

M3 - Article

VL - 17

SP - 171

EP - 182

JO - European Journal of Special Needs Education

JF - European Journal of Special Needs Education

IS - 2

ER -