A “Jigsaw Classroom” Technique for Undergraduate Statistics Courses

Teaching of Psychology

Volumn 28, Issue 2, 2001, Pages 111-113

  Perkins, David V ^a   Saris, Renee N ^a  

^a BALL STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035635956     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1207/S15328023TOP2802_09     Document Type: Article

References (9)

1. Aronson E. Blaney N. Stephan C. Sikes J. Snapp M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.
2. Conners F. A. McCown S. M. Roskos-Ewoldsen B. (1998). Unique challenges in teaching undergraduate statistics. Teaching of Psychology, 25, 40–42.
3. Cumming G. (1983). The introductory statistics course: Mixed student groups preferred to streamed. Teaching of Psychology, 10, 34–37.
4. Johnson D. W. Johnson R. T. Smith K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity (ASHE-ERIC Higher Education Rep. No. 4). Washington, DC: George Washington University, School of Education and Human Development.
5. Meyers S. A. (1997). Increasing student participation and productivity in small-group activities for psychology classes. Teaching of Psychology, 24, 105–115.
6. Pyrczak F. (1989). Statistics with a sense of humor. Los Angeles: Pyrczak.
7. Slavin R. E. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94, 429–445.
8. Slavin R. E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice-Hall.
9. Webb N. M. (1992). Testing a theoretical model of student interaction and learning in small groups. In Hertz-Lazarowitz R. Miller N. (eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 102–119). New York: Cambridge University Press.