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- W62840062 abstract "This action research project sought to improve social skills in targeted elementary students. The problem of poor social skills was documented by means of data revealing the number of students exhibiting inappropriate behaviors. Students exhibited a lack of social skills through: inappropriate manners, lack of cooperation, not occupying one's own space, putting down others, interrupting instruction, and inattentiveness. Two major categories of intervention were implemented: direct instruction of selected social skills and cooperative learning strategies. Post-intervention data indicated an increase in student use of all targeted social skills. The intervention of implementing prosocial activities including cooperative learning and direct instruction seemed to have had a positive effect on student behavior. (Four appendices include student survey forms and teacher rating scale and observation checklist. Contains 28 references.) (Author/EV) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) X This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. IMPROVING SOCIAL SKILLS THROUGH COOPERATIVE LEARNING AND OTHER INSTRUCTIONAL STRATEGIES Debi Blank Brian Fogarty Kim Wierzba Nicole Yore An Action Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the requirements for the degree of Master of Arts in Teaching and Leadership Saint Xavier University & Sky Light Field-Based Masters Program Chicago, Illinois May, 2000" @default.
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- W62840062 date "2000-05-01" @default.
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- W62840062 title "Improving Social Skills through Cooperative Learning and Other Instructional Strategies." @default.
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