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• W115156953 abstract "This action research project implemented and evaluated a program for improving social development of elementary school students in order to lessen disruptive behavior in physical education class. The targeted population consisted of elementary school children in second, fourth, and fifth grades in a growing rural, middle class community. Anecdotal records that documented disruptive social behaviors, teacher observation checklists, and assessments of appropriate social behavior evidenced the problem. A review of solution strategies suggested that direct instruction of social skills--such as listening, keeping hands to self, being courteous, encouraging others--and implementation of cooperative group practices were effective in improving those skills. Cooperative learning was the intervention used to develop skills such as compromising, accepting differences, staying with the group, and using encouraging words. Post intervention data indicated the major gains were in the areas of social awareness, listening, encouraging others, practicing social skills, and cooperative group activities. The data indicated that daily physical education in which social skills were practiced was probably necessary to influence the development of selected social skills. Direct instruction of selected social skills may have been helpful in increasing the desired behavior of the students studied. (Four appendices include a student survey, checklists, and teacher journal entries. Contains 58 references.) (Author/SD) Reproductions supplied by EDRS are the best that can be made from the original document." @default.
• W115156953 created "2016-06-24" @default.
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• W115156953 date "2001-12-01" @default.
• W115156953 modified "2023-09-24" @default.
• W115156953 title "Improving Social Skills at the Elementary Level through Cooperative Learning and Direct Instruction." @default.
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• W115156953 hasPublicationYear "2001" @default.
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