Complex instruction: Equity in cooperative learning classrooms

Theory into Practice

Volumn 38, Issue 2, 1999, Pages 80-86

  Cohen, Elizabeth G ^a   Lotan, Rachel A ^a   Scarloss, Beth A ^a   Arellano, Adele R ^b  

^a STANFORD UNIVERSITY   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033099927     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1080/00405849909543836     Document Type: Article

References (9)

1. Berger, J.B., Cohen, B.P., & Zelditch, M., Jr. (1972). Status characteristics and social interaction. American Sociological Review, 37, 241-255.
2. Cohen, E.G. (1984). Talking and working together: Status, interaction, and learning. In P. Peterson, C. Wilkerson, & M. Hallinan (Eds.), The social context of instruction: Group organization and group processes (pp. 171-187). New York: Academic Press.
3. Cohen, E.G. (1994). Designing groupwork: Strategies for heterogeneous classrooms (Rev. ed.). New York: Teachers College Press.
4. Cohen, E.G., & Lotan, R.A. (Eds.). (1997). Working for equity in heterogeneous classrooms: Sociological theory in practice. New York: Teachers College Press.
5. Cohen, E.G., Lotan, R., & Catanzarite, L. (1988). Can expectations for competence be treated in the classroom? In M. Webster, Jr. & M. Foschi (Eds.), Status generalization: New theory and research (pp. 27-54). Stanford, CA: Stanford University Press.
6. Cohen, E.G., Lotan, R.A., & Leechor, C. (1989). Can classrooms learn? Sociology of Education, 62, 75-94.
7. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
8. Stanford Program for International and Cross-cultural Education. (1993). Why do people move? Migration from Latin America. Stanford, CA: Author.
9. Sternberg, R.J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge, U.K.: Cambridge University Press.