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- W2160995423 abstract "The impact of two cooperative learning techniques, Student Teams-Achievement Divisions and Teams-Games-Tournaments, on classroom climate among students was compared to a traditional whole-class format. Thirty-five student teachers were randomly assigned to one of the three classroom structures. Their pupils were 864 second-through sixth-grade students, including 288 non-Anglo (black and Mexican American) students. A new measure of classroom climate, the Classroom Attitudes Scale, was developed that produced two attitude factors: Social Relations and School-work Cooperative techniques generally produced a slightly more favorable climate on both dimensions, and especially for females on Social Relations. Of the cooperative methods, Teams-Games-Tournament produced a significantly more favorable climate for Anglo-American students. The results support the conclusion that choice of classroom structure can bias classroom climate in favor of or against different ethnic groups." @default.
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- W2160995423 date "1986-12-01" @default.
- W2160995423 modified "2023-10-18" @default.
- W2160995423 title "Cooperative learning and classroom climate" @default.
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- W2160995423 doi "https://doi.org/10.1016/0022-4405(86)90023-3" @default.
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