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presented as a case study. The paper focuses on four themes: the teachers'
motivation for adopting cooperative learning in the classroom, the concerns
and difficulties that they faced, the effects of this innovation on their
pupils' learning and how the use of cooperative learning affected their
own professional development. The findings underline the need for strong
institutional support if teachers are to be motivated to use cooperative
learning in a systematic and sustained manner.
- "The effects
of cooperative learning on the cross-ethnic friendship choices of children"
by Maureen Ng & Christine Kim-Eng Lee, National Institute of Education,
Nanyang Technological University, Singapore.
This paper discusses the findings of a study of school implementation
of cooperative learning and its effect on the children's friendship
choices, particularly low status children. Data collection was through
sociometric surveys conducted before and after cooperative learning
was used in their social studies classes. After eight months of learning
in cooperative groups, the experimental groups showed significant gains
in percentage of cross-race choices of friends. Target diagrams of the
sociometric survey, however, indicate that children still show a distinct
tendency to name friends among the same race. Also, getting pupils to
work collaboratively in heterogeneous groups did not seem to produce
gains in acceptance of low status children. Inherent in-group work are
problems of status and personality, and the teacher plays an important
role in integrating rejected and neglected children. This research was
supported by a grant from the National Institute of Education (RP 10/93CL
- 401009). Correspondence may be addressed to Maureen Ng.
- "Primary Five
Pupils' Cooperative Behaviors And Perceptions Of The Use Of Cooperative
Learning In Social Studies Classes in Singapore" by Tey Sau Hing,
Christine Kim-Eng Lee, Maureen Ng & Joy Chew, National Institute
of Education, Nanyang Technological University, Singapore.
In this investigation, the experiences of primary five pupils in Singapore
were recorded as they worked co-operatively in various assigned social
studies tasks, and as they journeyed through the process of social interaction
and sharing with their peers. These experiences were captured through
taped group discussions and interviews conducted with groups of pupils.
Based on a detailed analysis of their conversations, this paper documents
some of the group processes and learning settings that seemed to affect
group behaviors, motivation and satisfaction in working together in
cooperative groups.
The quality of talk differed between the high and lower ability pupils.
Different strategies were used by the two groups of pupils to process
different types of tasks. In their interactions, they displayed different
helping behaviors. Preliminary findings indicate that personal gains,
especially from the academic perspective, were an important determinant
of participation in group interaction in the Singapore school context.
The two groups of pupils also employed different social skills in their
interaction. They differed in their ways of negotiating social relationships
and coping with barriers to group cohesiveness. Implications of these
findings for classroom teaching are discussed.
This research was supported by a grant from the National Institute of
Education (RP 10/93CL - 401009). Correspondence can be addressed to
Dr. Christine Lee, National Institute of Education, 469 Bukit TimahRoad,
Singapore 259756. clee@nie.edu.sg
"Exploring the Potential of Collaboration on Cooperative Learning
Between Educationists From Different Institutions" By Gan Teck Hock,
Sarawak Teachers' Training College, Miri and Marcus Raja, Divisional Educational
Office, Miri, Malaysia.
 
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