9780521403030 - Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning (5 Ergebnisse)

Zustand: New. In.

Zustand: New. Brings together related research from education, developmental psychology, and social psychology in an approach that is both integrative and analytical. Editor(s): Hertz-Lazarowitz, Rachel; Miller, Norman. Num Pages: 306 pages, 20 b/w illus. 8 tables. BIC Classification: JMH; JNC. Category: (P) Professional & Vocational; (U) Tertiary Education (US: College). Dimension: 228 x 152 x 21. Weight in Grams: 535. . 1993. hardcover. . . . . Books ship from the US and Ireland.

Hardcover. Zustand: Brand New. 294 pages. 9.50x6.25x1.00 inches. In Stock.

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 306 | Sprache: Englisch | Produktart: Bücher | Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning brings together current, related research from education, developmental psychology, and social psychology in an approach that is both integrative and analytical. Its intent is to provide an understanding of the dynamics of underlying processes that are fundamental to group interaction and its outcomes. The book is divided into four sections: 1.Developmental foundations and the social construction of knowledge; 2. Social skills and classroom factors influencing peer interactions; 3. The effects of task and reward structure on academic achievement; and 4. Factors influencing the promotion of positive intergroup relationships. Additionally, the editors provide an integrative conclusion with recommendations for implementation in applied settings, as well as a concise overview of the contributions.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Interaction in Cooperative Groups brings together related research from education, developmental psychology, and social psychology in an approach that is both integrative and analytical. Its intent is to provide an understanding of the dynamics of underlying processes that are fundamental to group interaction and its outcomes. The editors have pulled together an impressive array of researchers from diverse areas within psychology and education. Many of the most exciting and currently visible research programmes are represented. This volume is a valuable resource for the professional community and will serve to initiate a long overdue unification of distinct, yet conceptually similar, areas of research.