메뉴 건너뛰기




Volumn , Issue , 2013, Pages 45-88

Help seeking in cooperative learning groups

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84920364786     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203726563     Document Type: Chapter
Times cited : (52)

References (119)
  • 1
    • 0002721727 scopus 로고
    • Achievement goals and the classroom motivational climate
    • D. H. Schunk & J. L. Meece (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Ames, C. (1992a). Achievement goals and the classroom motivational climate. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1992) Student perceptions in the classroom , pp. 327-348
    • Ames, C.1
  • 2
    • 21644468689 scopus 로고
    • Classrooms: Goals, structures, and student motivation
    • Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 261-271
    • Ames, C.1
  • 3
    • 0001747905 scopus 로고
    • Achievement goals, motivational climate, and motivational processes
    • G.C. Roberts (Ed.), Champaign, IL: Human Kinetics Books
    • Ames, C. (1995). Achievement goals, motivational climate, and motivational processes. In G.C. Roberts (Ed.), Motivation in sport and exercise (pp. 161-176). Champaign, IL: Human Kinetics Books.
    • (1995) Motivation in sport and exercise , pp. 161-176
    • Ames, C.1
  • 4
    • 85143295181 scopus 로고    scopus 로고
    • Observing classroom goal structures to clarify and expand goal theory
    • C. Midgley (Ed.), Mahwah, NJ: Lawrence Erlbaum Associates
    • Anderman, L. H., Patrick, H., Hruda, L. Z., & Linnenbrink, E. A. (2002). Observing classroom goal structures to clarify and expand goal theory. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 243-278). Mahwah, NJ: Lawrence Erlbaum Associates.
    • (2002) Goals, Goal Structures, and Patterns of Adaptive Learning , pp. 243-278
    • Anderman, L.H.1    Patrick, H.2    Hruda, L.Z.3    Linnenbrink, E.A.4
  • 7
    • 0001108777 scopus 로고
    • Thought processes in lectures and discussions
    • Bloom, B. S. (1953). Thought processes in lectures and discussions. Journal of General Education, 7, 160-170.
    • (1953) Journal of General Education , vol.7 , pp. 160-170
    • Bloom, B.S.1
  • 8
    • 84970670988 scopus 로고    scopus 로고
    • Cooperative activities in the classroom
    • Bossert, S. T. (1988-1989). Cooperative activities in the classroom. Review of Research in Education, 15, 225-252.
    • Review of Research in Education , vol.15 , pp. 225-252
    • Bossert, S.T.1
  • 9
    • 0002975998 scopus 로고
    • Guided, cooperative learning, and individual knowledge acquisition
    • L. B. Resnick (Ed.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning, and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1989) Knowing, learning, and instruction: Essays in honor of Robert Glaser , pp. 393-451
    • Brown, A.L.1    Palincsar, A.S.2
  • 10
    • 21844502888 scopus 로고
    • Effects of task and ego achievement goals on help-seeking behaviors and attitudes
    • Butler, R., & Neuman, O. (1995). Effects of task and ego achievement goals on help-seeking behaviors and attitudes. Journal of Educational Psychology, 87, 261-271.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 261-271
    • Butler, R.1    Neuman, O.2
  • 11
    • 84909143782 scopus 로고
    • Conceptual knowledge as a foundation for procedural knowledge
    • J. Hiebert (Ed.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Carpenter, T. P. (1986). Conceptual knowledge as a foundation for procedural knowledge. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 113-132). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1986) Conceptual and procedural knowledge: The case of mathematics , pp. 113-132
    • Carpenter, T.P.1
  • 12
    • 0002929633 scopus 로고    scopus 로고
    • Self-explaining expository texts: The dual processes of generating inferences and repairing mental models
    • R. Glaser (Ed.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology: Educational design and cognitive science (pp. 161-238). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (2000) Advances in instructional psychology: Educational design and cognitive science , pp. 161-238
    • Chi, M.T.H.1
  • 13
    • 0002725084 scopus 로고
    • Learning from examples via self-explanations
    • L. B. Resnick (Ed.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Chi, M. T. H., & Bassock, M. (1989). Learning from examples via self-explanations. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 251-282). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1989) Knowing, learning, and instruction: Essays in honor of Robert Glaser , pp. 251-282
    • Chi, M.T.H.1    Bassock, M.2
  • 14
    • 0040577762 scopus 로고
    • Self-explanations: How students study and use examples in learning to solve problems
    • Chi, M. T. H., Bassock, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
    • (1989) Cognitive Science , vol.13 , pp. 145-182
    • Chi, M.T.H.1    Bassock, M.2    Lewis, M.3    Reimann, P.4    Glaser, R.5
  • 15
    • 0034147308 scopus 로고    scopus 로고
    • Group problem-solving processes: Social interactions and individual actions
    • Chiu, M. M. (2000). Group problem-solving processes: Social interactions and individual actions. Journal for the Theory of Social Behavior, 30, 27-49.
    • (2000) Journal for the Theory of Social Behavior , vol.30 , pp. 27-49
    • Chiu, M.M.1
  • 16
    • 0141484688 scopus 로고    scopus 로고
    • Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions?
    • Chiu, M. M., & Khoo, L. (2003). Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions? Journal of Educational Psychology, 95, 506-523.
    • (2003) Journal of Educational Psychology , vol.95 , pp. 506-523
    • Chiu, M.M.1    Khoo, L.2
  • 17
    • 0002853420 scopus 로고
    • Discourse, mathematical thinking, and classroom practice
    • E. A. Forman, N. Minick, & C. A. Stone (Eds.), New York: Oxford University Press
    • Cobb, P., Wood, T., & Yackel, E. (1993). Discourse, mathematical thinking, and classroom practice. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 91-119). New York: Oxford University Press.
    • (1993) Contexts for learning: Sociocultural dynamics in children’s development , pp. 91-119
    • Cobb, P.1    Wood, T.2    Yackel, E.3
  • 18
    • 0040226895 scopus 로고
    • Mathematics as procedural instructions and mathematics as meaningful activity: The reality of teaching for understanding
    • R. Davis & C. Maher (Eds.), Needham Heights, MA: Allyn & Bacon
    • Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1993). Mathematics as procedural instructions and mathematics as meaningful activity: The reality of teaching for understanding. In R. Davis & C. Maher (Eds.), Schools, mathematics and the world of reality (pp. 119-134). Needham Heights, MA: Allyn & Bacon.
    • (1993) Schools, Mathematics and the World of Reality , pp. 119-134
    • Cobb, P.1    Wood, T.2    Yackel, E.3    McNeal, B.4
  • 19
    • 0000670408 scopus 로고
    • Expectation states and interracial interaction in school settings
    • Cohen, E. G. (1982). Expectation states and interracial interaction in school settings. American Review of Sociology, 8, 209-235.
    • (1982) American Review of Sociology , vol.8 , pp. 209-235
    • Cohen, E.G.1
  • 20
    • 84970331963 scopus 로고
    • Restructuring the classroom: Conditions for productive small groups
    • Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35.
    • (1994) Review of Educational Research , vol.64 , pp. 1-35
    • Cohen, E.G.1
  • 21
    • 0001784870 scopus 로고
    • Treating status problems in the cooperative classroom
    • S. Sharan (Ed.), New York: Praeger
    • Cohen, E. G., Lotan, R., & Catanzarite, L. (1990). Treating status problems in the cooperative classroom. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 203-230). New York: Praeger.
    • (1990) Cooperative learning: Theory and research , pp. 203-230
    • Cohen, E.G.1    Lotan, R.2    Catanzarite, L.3
  • 22
    • 0032286871 scopus 로고    scopus 로고
    • Using explanatory knowledge during collaborative problem solving in science
    • Coleman, E. B. (1998). Using explanatory knowledge during collaborative problem solving in science. Journal of the Learning Sciences, 7, 387-427.
    • (1998) Journal of the Learning Sciences , vol.7 , pp. 387-427
    • Coleman, E.B.1
  • 23
    • 85138390314 scopus 로고    scopus 로고
    • Classroom choices from a cognitive perspective on peer learning
    • A. M. O’Donnell & A. King (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Cooper, M. A. (1999). Classroom choices from a cognitive perspective on peer learning. In A. M. O’Donnell & A. King (Eds.) Cognitive perspectives on peer learning (pp. 215-234). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1999) Cognitive perspectives on peer learning , pp. 215-234
    • Cooper, M.A.1
  • 24
    • 0002412995 scopus 로고
    • The self-worth theory of achievement motivation: Findings and implications
    • Covington, M. V (1984). The self-worth theory of achievement motivation: Findings and implications. Elementary School Journal, 85, 5-20.
    • (1984) Elementary School Journal , vol.85 , pp. 5-20
    • Covington, M.V.1
  • 25
    • 0347453929 scopus 로고
    • Motivational processes affecting learning
    • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
    • (1986) American Psychologist , vol.41 , pp. 1040-1048
    • Dweck, C.S.1
  • 27
    • 0001270846 scopus 로고
    • Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis
    • Fantuzzo, J. W., Riggio, R. E., Connelly, S., & Dimeff, L. A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81, 173-177.
    • (1989) Journal of Educational Psychology , vol.81 , pp. 173-177
    • Fantuzzo, J.W.1    Riggio, R.E.2    Connelly, S.3    Dimeff, L.A.4
  • 28
    • 0004113572 scopus 로고
    • Los Angeles, CA: Graduate School of Education, University of California. Available from Dr. Noreen Webb, Graduate School of Education & Information Studies, UCLA, Los Angeles, CA 90095
    • Farivar, S., & Webb, N. M. (1991). Helping Behavior Activities Handbook. Los Angeles, CA: Graduate School of Education, University of California. Available from Dr. Noreen Webb, Graduate School of Education & Information Studies, UCLA, Los Angeles, CA 90095.
    • (1991) Helping Behavior Activities Handbook , pp. 90095
    • Farivar, S.1    Webb, N.M.2
  • 29
    • 0000703548 scopus 로고
    • Helping and getting help: Essential skills for effective group problem solving
    • Farivar, S., & Webb, N. M. (1994). Helping and getting help: Essential skills for effective group problem solving. Arithmetic Teacher, 41(9), 522.
    • (1994) Arithmetic Teacher , vol.41 , Issue.9 , pp. 522
    • Farivar, S.1    Webb, N.M.2
  • 30
    • 0001332049 scopus 로고    scopus 로고
    • Enhancing students’ helping behavior during peer-mediated instruction with conceptual mathematical explanations
    • Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students’ helping behavior during peer-mediated instruction with conceptual mathematical explanations. Elementary School Journal, 97, 223-249.
    • (1997) Elementary School Journal , vol.97 , pp. 223-249
    • Fuchs, L.S.1    Fuchs, D.2    Hamlett, C.L.3    Phillips, N.B.4    Karns, K.5    Dutka, S.6
  • 31
    • 0001580591 scopus 로고    scopus 로고
    • Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving
    • Fuchs, L. S., Fuchs, D., Kazdan, S., & Allen, S. (1999). Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving. Elementary School Journal, 99, 201-219.
    • (1999) Elementary School Journal , vol.99 , pp. 201-219
    • Fuchs, L.S.1    Fuchs, D.2    Kazdan, S.3    Allen, S.4
  • 32
    • 85148387907 scopus 로고
    • Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies
    • D. H. Schunk & J. Zimmerman (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Garcia, T. & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk & J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 127-153). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1994) Self-regulation of learning and performance: Issues and educational applications , pp. 127-153
    • Garcia, T.1    Pintrich, P.R.2
  • 34
    • 0002461839 scopus 로고
    • Conceptual and procedural knowledge in mathematics: An introductory analysis
    • J. Hiebert (Ed.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Hiebert, J., & Lefevre, P (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1-27). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1986) Conceptual and procedural knowledge: The case of mathematics , pp. 1-27
    • Hiebert, J.1    Lefevre, P.2
  • 35
    • 85138377350 scopus 로고    scopus 로고
    • Implications of Vygotsky’s theory for peer learning
    • A. M. O’Donnell & A. King (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Hogan, D. M., & Tudge, J. R. H. (1999). Implications of Vygotsky’s theory for peer learning. In A. M. O’Donnell & A. King (Eds.) Cognitive perspectives on peer learning (pp. 39-66). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1999) Cognitive perspectives on peer learning , pp. 39-66
    • Hogan, D.M.1    Tudge, J.2
  • 36
    • 0002117803 scopus 로고    scopus 로고
    • Scaffolded scientific competencies within classroom communities of inquiry
    • K. Hogan & M. Pressley (Eds.), New York: University of Albany, State University of New York
    • Hogan, K., & Pressley, M. (1997). Scaffolded scientific competencies within classroom communities of inquiry. In K. Hogan & M. Pressley (Eds.), Scaffolded student learning (pp. 74-107). New York: University of Albany, State University of New York.
    • (1997) Scaffolded student learning , pp. 74-107
    • Hogan, K.1    Pressley, M.2
  • 37
    • 0000315377 scopus 로고
    • Effects of peer interaction during computer-based mathematics instruction
    • Hooper, S. (1992). Effects of peer interaction during computer-based mathematics instruction. Journal of Educational Research, 85, 180-189.
    • (1992) Journal of Educational Research , vol.85 , pp. 180-189
    • Hooper, S.1
  • 38
    • 37949014513 scopus 로고
    • An analysis of the processes influencing the structured dyadic learning environment
    • Hythecker, V I., Dansereau, D. F., & Rocklin, T. R. (1988). An analysis of the processes influencing the structured dyadic learning environment. Educational Psychologist, 23, 23-27.
    • (1988) Educational Psychologist , vol.23 , pp. 23-27
    • Hythecker, V.I.1    Dansereau, D.F.2    Rocklin, T.R.3
  • 40
    • 84920454629 scopus 로고
    • Relationship of academic help seeking to the use of learning strategies and other achievement behavior in college students
    • Karabenick, S. A., & Knapp, J. R. (1991). Relationship of academic help seeking to the use of learning strategies and other achievement behavior in college students. Journal of Educational Psychology, 85, 365-376.
    • (1991) Journal of Educational Psychology , vol.85 , pp. 365-376
    • Karabenick, S.A.1    Knapp, J.R.2
  • 41
    • 21344478530 scopus 로고
    • Perceived teacher support of student questioning in the college classroom: Its relation to student characteristic and role in the classroom questioning process
    • Karabenick, S. A., & Sharma, R. (1994). Perceived teacher support of student questioning in the college classroom: Its relation to student characteristic and role in the classroom questioning process. Journal of Educational Psychology, 86, 90-103.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 90-103
    • Karabenick, S.A.1    Sharma, R.2
  • 42
    • 85047686416 scopus 로고
    • Dispensability of member effort and group motivation losses: Free-rider effects
    • Kerr, N. L., & Bruun, S. E. (1983). Dispensability of member effort and group motivation losses: Free-rider effects. Journal of Personality & Social Psychology, 44, 78-94.
    • (1983) Journal of Personality & Social Psychology , vol.44 , pp. 78-94
    • Kerr, N.L.1    Bruun, S.E.2
  • 43
    • 38249006604 scopus 로고
    • Effects ofself-questioning training on college students’ comprehension of lectures
    • King, A. (1989). Effects ofself-questioning training on college students’ comprehension of lectures. Contemporary Educational Psychology, 14, 366-381.
    • (1989) Contemporary Educational Psychology , vol.14 , pp. 366-381
    • King, A.1
  • 44
    • 0000946176 scopus 로고
    • Enhancing peer interaction and learning in the classroom through reciprocal questioning
    • King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal questioning. American Educational Research Journal, 27, 664-687.
    • (1990) American Educational Research Journal , vol.27 , pp. 664-687
    • King, A.1
  • 45
    • 84950234346 scopus 로고
    • Facilitating elaborative learning through guided student-generated questioning
    • King, A. (1992). Facilitating elaborative learning through guided student-generated questioning. Educational Psychologist, 27, 111-126.
    • (1992) Educational Psychologist , vol.27 , pp. 111-126
    • King, A.1
  • 46
    • 85138435972 scopus 로고    scopus 로고
    • Discourse patterns for mediating peer learning
    • A. M. O’Donnell & A. King (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • King, A. (1999). Discourse patterns for mediating peer learning. In A. M. O’Donnell & A. King (Eds.), Cognitive perspectives on peer learning. (pp. 87-116). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1999) Cognitive perspectives on peer learning , pp. 87-116
    • King, A.1
  • 47
    • 0001968346 scopus 로고
    • Comprehension monitoring
    • W.P Dickson (Ed.), New York: Academic Press
    • Markman, E. M. (1981). Comprehension monitoring. In W. P Dickson (Ed.), Children’s oral communication skills (pp. 61-84). New York: Academic Press.
    • (1981) Children’s oral communication skills , pp. 61-84
    • Markman, E.M.1
  • 48
    • 84948495717 scopus 로고
    • Aids to prose comprehension
    • Mayer, R. E. (1984). Aids to prose comprehension. Educational Psychologist, 19, 30-42.
    • (1984) Educational Psychologist , vol.19 , pp. 30-42
    • Mayer, R.E.1
  • 49
    • 0031487901 scopus 로고    scopus 로고
    • IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms
    • Mevarech, Z. R., & Kramarski, B. (1997). IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34, 365-394.
    • (1997) American Educational Research Journal , vol.34 , pp. 365-394
    • Mevarech, Z.R.1    Kramarski, B.2
  • 50
    • 0031313760 scopus 로고    scopus 로고
    • Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory
    • Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
    • (1997) Journal of Educational Psychology , vol.89 , pp. 710-718
    • Middleton, M.J.1    Midgley, C.2
  • 52
    • 84970363736 scopus 로고
    • Predictors of middle school students’ use of self-handicapping strategies
    • Midgley, C., & Urdan, T. (1995). Predictors of middle school students’ use of self-handicapping strategies. Journal of Early Adolescence, 15, 389-411.
    • (1995) Journal of Early Adolescence , vol.15 , pp. 389-411
    • Midgley, C.1    Urdan, T.2
  • 54
    • 3142686304 scopus 로고
    • Student passivity during cooperative small groups in mathematics
    • Mulryan, C. M. (1992). Student passivity during cooperative small groups in mathematics. Journal of Educational Research, 85, 261-273.
    • (1992) Journal of Educational Research , vol.85 , pp. 261-273
    • Mulryan, C.M.1
  • 55
    • 0000484618 scopus 로고
    • Helping behaviors and math achievement gain of students using cooperative learning
    • Nattiv, A. (1994). Helping behaviors and math achievement gain of students using cooperative learning. Elementary School Journal, 94, 285-297.
    • (1994) Elementary School Journal , vol.94 , pp. 285-297
    • Nattiv, A.1
  • 56
    • 0000689453 scopus 로고
    • Help-seeking: An understudied problem-solving skill in children
    • Nelson-Le Gall, S. (1981). Help-seeking: An understudied problem-solving skill in children. Developmental Review, 1, 224-246.
    • (1981) Developmental Review , vol.1 , pp. 224-246
    • Nelson-Le Gall, S.1
  • 57
    • 84970302011 scopus 로고
    • Help-seeking behavior in learning
    • E.V Gordon (Ed.), Washington, DC: American Educational Research Association
    • Nelson-Le Gall, S. (1985). Help-seeking behavior in learning. In E. V Gordon (Ed.), Review of research in education (Vol. 12, 55-90). Washington, DC: American Educational Research Association.
    • (1985) Review of Research in Education , vol.12 , pp. 55-90
    • Nelson-Le Gall, S.1
  • 58
    • 0002111191 scopus 로고
    • Children’s instrumental help-seeking: Its role in the social acquisition and construction of knowledge
    • R.Hertz-Lazarowitz & N. Miller (Eds.), New York: Cambridge University Press
    • Nelson-Le Gall, S. (1992). Children’s instrumental help-seeking: Its role in the social acquisition and construction of knowledge. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 49-68). New York: Cambridge University Press.
    • (1992) Interaction in cooperative groups: The theoretical anatomy of group learning , pp. 49-68
    • Nelson-Le Gall, S.1
  • 59
    • 0006716753 scopus 로고
    • Instrumental help-seeking and everyday problem-solving: A developmental perspective
    • New York: Academic Press
    • Nelson-Le Gall, S., Gumerman, R. A., & Scott-Jones, D. (1983). Instrumental help-seeking and everyday problem-solving: A developmental perspective. In New directions in helping (Vol. 2, pp. 265-283). New York: Academic Press.
    • (1983) New directions in helping , vol.2 , pp. 265-283
    • Nelson-Le Gall, S.1    Gumerman, R.A.2    Scott-Jones, D.3
  • 60
    • 0000271394 scopus 로고
    • Goals and self-regulated learning: What motivates children to seek academic help?
    • M. L. Maehr & P. R. Pintrich (Eds.), Greenwich,CT: JAI Press
    • Newman, R. S. (1991). Goals and self-regulated learning: What motivates children to seek academic help? In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (pp. 151-183). Greenwich, CT: JAI Press.
    • (1991) Advances in motivation and achievement , pp. 151-183
    • Newman, R.S.1
  • 61
    • 0032261916 scopus 로고    scopus 로고
    • Students’ help seeking during problem solving: Influences of personal and contextual achievement goals
    • Newman, R. S. (1998). Students’ help seeking during problem solving: Influences of personal and contextual achievement goals. Journal of Educational Psychology, 90, 644-658.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 644-658
    • Newman, R.S.1
  • 62
    • 0038973454 scopus 로고
    • Student perceptions and academic help-seeking
    • D.H. Schunk & J. L. Meece (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Newman, R. S., & Schwager, M. T. (1992). Student perceptions and academic help-seeking. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 123-146). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1992) Student perceptions in the classroom , pp. 123-146
    • Newman, R.S.1    Schwager, M.T.2
  • 63
    • 0000005450 scopus 로고
    • Quality and equality in intellectual development: The role of motivation in education
    • Nicholls, J. G. (1979). Quality and equality in intellectual development: The role of motivation in education. American Psychologist, 34, 1071-1084.
    • (1979) American Psychologist , vol.34 , pp. 1071-1084
    • Nicholls, J.G.1
  • 64
    • 85092751846 scopus 로고
    • Small groups as a setting for research on mathematical problem solving
    • E. A. Silver (Ed.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Noddings, N. (1985). Small groups as a setting for research on mathematical problem solving. In E. A. Silver (Ed.), Teaching and learning mathematical problem solving (pp. 345-360). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1985) Teaching and learning mathematical problem solving , pp. 345-360
    • Noddings, N.1
  • 65
    • 85138402852 scopus 로고    scopus 로고
    • Structuring dyadic interaction through scripted cooperation
    • A. M. O’Donnell & A. King (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • O’Donnell, A. M. (1999). Structuring dyadic interaction through scripted cooperation. In A. M. O’Donnell & A. King (Eds.) Cognitive perspectives on peer learning (pp. 179-196). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1999) Cognitive perspectives on peer learning , pp. 179-196
    • O’Donnell, A.M.1
  • 66
    • 84954643067 scopus 로고
    • The role of dialogue in providing scaffolded instruction
    • Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21, 73-98.
    • (1986) Educational Psychologist , vol.21 , pp. 73-98
    • Palincsar, A.S.1
  • 67
    • 0001561063 scopus 로고
    • Pursuing scientific literacy in the middle grades through collaborative problem solving
    • Palincsar, A. S., Anderson, C., & David, Y. M. (1993). Pursuing scientific literacy in the middle grades through collaborative problem solving. Elementary School Journal, 93, 643-658.
    • (1993) Elementary School Journal , vol.93 , pp. 643-658
    • Palincsar, A.S.1    Erson, C.2    David, Y.M.3
  • 68
    • 84963428932 scopus 로고
    • Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities
    • Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
    • (1984) Cognition and Instruction , vol.1 , pp. 117-175
    • Palincsar, A.S.1    Brown, A.L.2
  • 69
    • 0003345743 scopus 로고
    • Classroom dialogues to promote self-regulated comprehension
    • J. Brophy (Ed.), Greenwich, CT: JAI
    • Palincsar, A. S., & Brown, A. L. (1989). Classroom dialogues to promote self-regulated comprehension. In J. Brophy (Ed.), Advances in research on teaching (pp. 35-72). Greenwich, CT: JAI.
    • (1989) Advances in research on teaching , pp. 35-72
    • Palincsar, A.S.1    Brown, A.L.2
  • 70
    • 84925929391 scopus 로고
    • Ability × treatment interaction effects on children’s learning in large-group and small-group approaches
    • Peterson, P. L., Janicki, T. C., & Swing, S. R. (1981). Ability × treatment interaction effects on children’s learning in large-group and small-group approaches. American Educational Research Journal, 18, 453-473.
    • (1981) American Educational Research Journal , vol.18 , pp. 453-473
    • Peterson, P.L.1    Janicki, T.C.2    Swing, S.R.3
  • 71
    • 0009968245 scopus 로고
    • Merging the process-product and the sociolinguistic paradigms: Research on small-group process
    • P L. Peterson, L. C. Wilkinson, & M. Hallinan (Eds.), Orlando, FL: Academic Press
    • Peterson, P. L., Wilkinson, L. C., Spinelli, F., & Swing, S. R. (1984). Merging the pro- cess-product and the sociolinguistic paradigms: Research on small-group process. In P L. Peterson, L. C. Wilkinson, & M. Hallinan (Eds.), The social context of instruction (pp. 126-152). Orlando, FL: Academic Press.
    • (1984) The social context of instruction , pp. 126-152
    • Peterson, P.L.1    Wilkinson, L.C.2    Spinelli, F.3    Swing, S.R.4
  • 72
    • 0033084379 scopus 로고    scopus 로고
    • Conceptual and procedural knowledge of mathematics: Does one lead to the other?
    • Rittle-Johnson, B., & Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91, 175-189.
    • (1999) Journal of Educational Psychology , vol.91 , pp. 175-189
    • Rittle-Johnson, B.1    Alibali, M.W.2
  • 73
    • 0001906884 scopus 로고
    • Guidance and participation in spatial planning
    • L. Resnick, J. Levine, & S. Teasley (Eds.), Washington, DC: American Psychological Association
    • Rogoff, B. (1991). Guidance and participation in spatial planning. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 349-383). Washington, DC: American Psychological Association.
    • (1991) Perspectives on socially shared cognition , pp. 349-383
    • Rogoff, B.1
  • 75
    • 0000341765 scopus 로고
    • Impact of explanation seeking on student achievement and attitudes
    • Ross, J. A., & Cousins, J. B. (1995a). Impact of explanation seeking on student achievement and attitudes. Journal of Educational Research, 89, 109-117.
    • (1995) Journal of Educational Research , vol.89 , pp. 109-117
    • Ross, J.A.1    Cousins, J.B.2
  • 76
    • 21844500712 scopus 로고
    • Giving and receiving explanations in cooperative learning groups
    • Ross, J. A., & Cousins, J. B. (1995b). Giving and receiving explanations in cooperative learning groups. Alberta Journal of Educational Research, 41, 103-121.
    • (1995) Alberta Journal of Educational Research , vol.41 , pp. 103-121
    • Ross, J.A.1    Cousins, J.B.2
  • 77
    • 0000917706 scopus 로고    scopus 로고
    • Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ social-emotional role, and the classroom goal structure
    • Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528-535.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 528-535
    • Ryan, A.M.1    Gheen, M.H.2    Midgley, C.3
  • 78
    • 0031507849 scopus 로고    scopus 로고
    • Social goals, academic goals, and avoiding seeking help in the classroom
    • Ryan, A. M., Hicks, L., & Midgley, C. (1997). Social goals, academic goals, and avoiding seeking help in the classroom. Journal of Early Adolescence, 17, 152-171.
    • (1997) Journal of Early Adolescence , vol.17 , pp. 152-171
    • Ryan, A.M.1    Hicks, L.2    Midgley, C.3
  • 79
    • 0031495960 scopus 로고    scopus 로고
    • “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class
    • Ryan, A. M., & Pintrich, P R. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329-341.
    • (1997) Journal of Educational Psychology , vol.89 , pp. 329-341
    • Ryan, A.M.1    Pintrich, P.R.2
  • 83
    • 85068071049 scopus 로고
    • What’s all the fuss about metacognition?
    • A. H. Schoenfeld (Ed.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Schoenfeld, A. H. (1987). What’s all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1987) Cognitive Science and Mathematics Education , pp. 189-215
    • Schoenfeld, A.H.1
  • 84
    • 0000309836 scopus 로고
    • Social cognitive theory and self-regulated learning
    • B. J. Zimmerman & D. H. Schunk (Eds.), New York: Springer-Verlag
    • Schunk, D. H. (1989). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 83-110). New York: Springer-Verlag.
    • (1989) Self-regulated learning and academic achievement: Theory, research, and practice , pp. 83-110
    • Schunk, D.H.1
  • 85
    • 0009967137 scopus 로고
    • Teaching mathematical problem solving: Insights from teachers and tutors
    • R. Charles & E. Silver (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Shavelson, R. J., Webb, N. M., Stasz, C., & McArthur, D. (1988). Teaching mathematical problem solving: Insights from teachers and tutors. In R. Charles & E. Silver (Eds.), Teaching and assessing mathematical problem-solving: A research agenda (pp. 203-231). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1988) Teaching and assessing mathematical problem-solving: A research agenda , pp. 203-231
    • Shavelson, R.J.1    Webb, N.M.2    Stasz, C.3    McArthur, D.4
  • 86
    • 84948513790 scopus 로고
    • Using conceptual and procedural knowledge: A focus on relationships
    • J. Hiebert (Ed.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Silver, E. A. (1986). Using conceptual and procedural knowledge: A focus on relationships. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 181-197). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1986) Conceptual and procedural knowledge: The case of mathematics , pp. 181-197
    • Silver, E.A.1
  • 87
    • 0010038386 scopus 로고
    • Relational and instrumental understanding
    • Skemp, R. (1978). Relational and instrumental understanding. Arithmetic Teacher, 26, 9-15.
    • (1978) Arithmetic Teacher , vol.26 , pp. 9-15
    • Skemp, R.1
  • 88
    • 0000078265 scopus 로고
    • Developmental and motivational perspectives on cooperative learning: A reconciliation
    • Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning: A reconciliation. Child Development, 58, 1161-1167.
    • (1987) Child Development , vol.58 , pp. 1161-1167
    • Slavin, R.E.1
  • 90
    • 0345909589 scopus 로고    scopus 로고
    • Understanding and improving classroom mathematics instruction
    • Stigler, J. W., & Hiebert, J. (1997). Understanding and improving classroom mathematics instruction. Phi Delta Kappan, 79, 14-21.
    • (1997) Phi Delta Kappan , vol.79 , pp. 14-21
    • Stigler, J.W.1    Hiebert, J.2
  • 91
    • 0347289427 scopus 로고
    • Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science
    • Sweller, J. (1989). Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science. Journal of Educational Psychology, 81, 457-466.
    • (1989) Journal of Educational Psychology , vol.81 , pp. 457-466
    • Sweller, J.1
  • 92
    • 84925977593 scopus 로고
    • The relationship of student ability and small-group interaction to student achievement
    • Swing, S. R., & Peterson, P. L. (1982). The relationship of student ability and small-group interaction to student achievement. American Educational Research Journal, 19, 259-274.
    • (1982) American Educational Research Journal , vol.19 , pp. 259-274
    • Swing, S.R.1    Peterson, P.L.2
  • 94
    • 21144459099 scopus 로고
    • Processes and consequences of peer collaboration: A Vygotskian analysis
    • Tudge, J. R. H. (1992). Processes and consequences of peer collaboration: A Vygotskian analysis. Child Development, 63, 1364-1379.
    • (1992) Child Development , vol.63 , pp. 1364-1379
    • Tudge, J.R.H.1
  • 96
    • 0032283652 scopus 로고    scopus 로고
    • The role of classroom goal structure in students’ use of self-handicapping strategies
    • Urdan, T. Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in students’ use of self-handicapping strategies. American Educational Research Journal, 35, 101-122.
    • (1998) American Educational Research Journal , vol.35 , pp. 101-122
    • Midgley, U.T.1    Anderman, E.M.2
  • 100
    • 0002381924 scopus 로고
    • The genesis of higher mental functioning
    • J. V Wertsch(Ed.), Armonk, NY: Sharpe
    • Vygotsky, L. S. (1981). The genesis of higher mental functioning. In J. V Wertsch(Ed.), The concept of activity in Soviet psychology (pp. 144-188). Armonk, NY: Sharpe.
    • (1981) The concept of activity in Soviet psychology , pp. 144-188
    • Vygotsky, L.S.1
  • 102
    • 0000022197 scopus 로고
    • Task-related verbal interaction and mathematics learning in small groups
    • Webb, N. M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22, 366-389.
    • (1991) Journal for Research in Mathematics Education , vol.22 , pp. 366-389
    • Webb, N.M.1
  • 103
    • 21344479623 scopus 로고
    • Promoting helping behavior in cooperative small groups in middle school mathematics
    • Webb, N. M., & Farivar, S. (1994). Promoting helping behavior in cooperative small groups in middle school mathematics. American Educational Research Journal, 31, 369-395.
    • (1994) Americaneducational Research Journal , vol.31 , pp. 369-395
    • Webb, N.M.1    Farivar, S.2
  • 104
    • 85138430958 scopus 로고    scopus 로고
    • Developing productive group interaction in middle school mathematics
    • A. M. O’Donnell& A. King (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Webb, N. M., & Farivar, S. (1999). Developing productive group interaction in middle school mathematics. In A. M. O’Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 117-150). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1999) Cognitive Perspectives on Peer Learning , pp. 117-150
    • Webb, N.M.1    Farivar, S.2
  • 106
    • 1042303024 scopus 로고    scopus 로고
    • The development of students’ learning in peer-directed small groups
    • Webb, N. M. & Mastergeorge, A. M. (2003). The development of students’ learning in peer-directed small groups. Cognition and Instruction, 21, 361-428.
    • (2003) Cognition and Instruction , vol.21 , pp. 361-428
    • Webb, N.M.1    Mastergeorge, A.M.2
  • 107
    • 85084896582 scopus 로고    scopus 로고
    • Group processes in the classroom
    • D. Berliner & R. Calfee (Eds.), New York: Macmillan
    • Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 841-873). New York: Macmillan.
    • (1996) Handbook of educational psychology , pp. 841-873
    • Webb, N.M.1    Palincsar, A.S.2
  • 108
    • 0348007407 scopus 로고
    • Constructive activity and learning in collaborative small groups
    • Webb, N. M., Troper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87, 406-423.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 406-423
    • Webb, N.M.1    Troper, J.D.2    Fall, R.3
  • 109
    • 0000359597 scopus 로고
    • The teaching of learning strategies
    • M.C. Wittrock (Ed.), 3rd ed., New York: Macmillan
    • Weinstein, C. F., & Mayer, R. F. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 315-327). New York: Macmillan.
    • (1986) Handbook of Research on Teaching , pp. 315-327
    • Weinstein, C.F.1    Mayer, R.F.2
  • 110
    • 0010008588 scopus 로고
    • Communication in all-student mathematics groups
    • Wilkinson, L. C. (1985). Communication in all-student mathematics groups. Theory into Practice, 24(1), 8-13.
    • (1985) Theory into Practice , vol.24 , Issue.1 , pp. 8-13
    • Wilkinson, L.C.1
  • 111
    • 0002164698 scopus 로고
    • Effective speakers: Students’ use of language to request and obtain information and action in the classroom
    • L.C. Wilkinson (Ed.), New York: Academic Press
    • Wilkinson, L. C., & Calculator, S. (1982a). Effective speakers: Students’ use of language to request and obtain information and action in the classroom. In L. C. Wilkinson (Ed.), Communicating in the classroom (pp. 85-99). New York: Academic Press.
    • (1982) Communicating in the classroom , pp. 85-99
    • Wilkinson, L.C.1    Calculator, S.2
  • 113
    • 0010044808 scopus 로고
    • Using requests effectively in peer-directed instructional groups
    • Wilkinson, L. C., & Spinelli, F. (1983). Using requests effectively in peer-directed instructional groups. American Educational Research Journal, 20, 479-502.
    • (1983) American Educational Research Journal , vol.20 , pp. 479-502
    • Wilkinson, L.C.1    Spinelli, F.2
  • 114
    • 84948896756 scopus 로고
    • Generative processes of comprehension
    • Wittrock, M. C. (1990). Generative processes of comprehension. Educational Psychologist, 24, 345-376.
    • (1990) Educational Psychologist , vol.24 , pp. 345-376
    • Wittrock, M.C.1
  • 116
    • 0001289679 scopus 로고
    • Change in teaching mathematics: A case study
    • Wood, T., Cobb, P, & Yackel. E. (1991). Change in teaching mathematics: A case study. American Educational Research Journal, 28, 587-616.
    • (1991) American Educational Research Journal , vol.28 , pp. 587-616
    • Wood, T.1    Cobb, P.2
  • 117
    • 0001977438 scopus 로고
    • The importance of social interaction in children’s construction of mathematical knowledge
    • T. J. Cooney & C. R. Hirsch (Eds.), Reston, VA: National Council of Teachers of Mathematics
    • Yackel, E., Cobb, P., Wood, T., Wheatley, G., & Merkel, G. (1990). The importance of social interaction in children’s construction of mathematical knowledge. In T. J. Cooney & C. R. Hirsch (Eds.), Teaching and learning mathematics in the 1990s (pp. 12-21). Reston, VA: National Council of Teachers of Mathematics.
    • (1990) Teaching and learning mathematics in the 1990s , pp. 12-21
    • Yackel, E.1    Cobb, P.2    Wood, T.3    Wheatley, G.4    Merkel, G.5
  • 118
    • 0002939831 scopus 로고
    • Oral discussion, group-to-individual transfer, and achievement in cooperative learning groups
    • Yager, S., Johnson, D. W., & Johnson, R. T. (1985). Oral discussion, group-to-individual transfer, and achievement in cooperative learning groups. Journal of Educational Psychology, 77, 60-66.
    • (1985) Journal of Educational Psychology , vol.77 , pp. 60-66
    • Yager, S.1    Johnson, D.W.2    Johnson, R.T.3
  • 119
    • 0000108187 scopus 로고
    • Perceptions of efficacy and strategy use in the self-regulation of learning
    • D. H. Schunk & J. L. Meece (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Zimmerman, B. J., & Martinez-Pons, M. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 185-207). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1992) Student perceptions in the classroom , pp. 185-207
    • Zimmerman, B.J.1    Martinez-Pons, M.-P.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.