By the same authors

From the same journal

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

Research output: Contribution to journalArticlepeer-review



Publication details

JournalEuropean Journal of Special Needs Education
DatePublished - 1983
Issue number2
Number of pages12
Pages (from-to)171-182
Original languageUndefined/Unknown


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).

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

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