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Social inclusion among high-ability children: Measuring the social benefits of cooperative learning in heterogeneous groups

Hogenkamp, L. (2019) Social inclusion among high-ability children: Measuring the social benefits of cooperative learning in heterogeneous groups.

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Abstract:During the past decades, more attention has been paid towards education for high-ability children. Although an increasing amount of research has been carried out on this topic, research is still inconclusive about the social benefits of cooperative learning for high-ability children who engage in heterogeneous groups. In the current study, it was therefore investigated whether a supported jigsaw assignment has beneficial effects on social inclusion for high-ability children. Fifth and sixth graders (ntotal = 55; nhigh-ability = 21) participated in a cooperative assignment accompanied with a worksheet that supports the cooperative dialogue and equal participation of group members. Results showed that after engaging in the lesson, children tend to nominate children they worked with in the jigsaw assignment more often than children they did not work with. On top of that, high-ability children tend to be chosen by their groupmates more often in a peer-nomination list when a more positive cooperative process is experienced by the group. However, this research indicated that high-ability children are not more or less socially included in their classroom than other-ability children. To conclude, this research gives the first indications for social inclusion among high-ability children who work together in heterogeneous groups.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 81 education, teaching
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/78423
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