An Empirical Assessment of Cooperative Groups in Large, Time-compressed, Introductory Courses

We measured student knowledge and motivation at the beginning and end of a three-week general psychology course. Two large lecture sections (N = 215 and N = 154) were compared; one used a cooperative learning process, and one did not. Student knowledge significantly improved in both sections, but there was no additional benefit derived from using cooperative learning. Interestingly, student motivation significantly decreased in the cooperative learning section. With recognition of the study’s limitations, we conclude that cooperative learning has limited efficacy in large enrollment, compressed courses. Dawn Vreven is an Assistant Professor of Psychology at the University of Wisconsin Oshkosh. She received her Ph.D. from Brown University. Her research interests include visual perception and cognition. Susan McFadden is a Professor of Psychology at the University of Wisconsin Oshkosh. She received her Ph.D. from Drew University. She co-edits the “Teaching Tips” column for the Association for Psychological Science’s Observer and has published a number of articles on teaching and learning. This work was supported by the University of Wisconsin Oshkosh’s Scholarship of Teaching and Learning Program.     

Book reviews

Schwandt, Thomas A. (1997) Qualitative Inquiry: a Dictionary of Terms. Thousand Oaks, CA: SAGE Publications, Inc. 183 pp. $ 23.95 ISBN‐0–7619–0254–6

VanTassel‐Baska, J. (1998). Excellence in Educating Gifted and Talented Learners, Third Edition with chapters by Camilla Persson Benbow, John F. Feldhusen, Kenneth Seeley, and Linda Kreger Silverman. Denver, CO: Love Publishing Co. (532pp., $58.00 hb, ISBN 0–89108–255–7.

Moore, D.P. and Buttner, E.H. (1997). Women entrepreneurs: Moving beyond the glass ceiling. Thousand Oaks, CA: Sage Publications, Inc. (262 pp., $19.95 pb, ISBN 0–7619–0464–6)

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development (132 pp., $21.95 pb, ISBN 0–87120–342–1).     

Degrees held by the presidents of state teachers colleges

Curriculum Development: Theory and Practice. By Hilda Taba. (New York: Harcourt, Brace &; World, Inc., 1962. Pp. 529. $6.95.)

The Education of the Secondary School Teacher. Edited by Ernest Stabler. (Middletown, Conn.: Wesleyan University Press, 1962. Pp. 239. $5.00.)

Psychology in the Making: Histories of Selected Research Problems. Edited by Leo Postman. (New York: Alfred A. Knopf, 1962. Pp. 785. $9.00.)

Supervision: A Synthesis of Thought and Action. By William H. Lucio and John E. McNeil. (New York: McGraw‐Hill, 1962. Pp. 282. $6.50.)

Soviet Education: Anton Makarenko and the Years of Experiment. By James Bowen. (Madison, Wis.: The University of Wisconsin Press, 1962. Pp. 232. $5.00.)

Teacher Education: A Reappraisal. Edited by Elmer R. Smith. (New York: Harper and Row, 1962. Pp. 213. $4.00.)     

How we train high‐school teachers in colleges and universities

History of Ancient and Medieval Philosophy. By Horatio W. Dresser. New York: Thomas Y. dwell Co., 1926. Pp. xii + 338. Price, $2.50.

Readings in Civic Sociology. By Edward Alsworth Ross (University of Wisconson) and Mary Edna McCaull. Yonkers, N. Y.: World Book Co., 1926. Pp. xxi + 398. Price, $1.80.

Better Teaching. By Frank Leslie Clapp (University of Wisconsin) and Thomas M. Risk (University of Wisconsin). Newark: Silver, Burdett &; Co., 1926. Pp. iv + 58. Paper bound. Price, 68 cents.

Texas Flag Primer. By Karle Wilson Baker. Yonkers, N. Y.: World Book Co., 1926. Pp. iv + 124. Price, 72 cents.

The Puppet as an Elementary Project. By Emma Pettey (Dallas City Schools). Fort Worth: Pioneer Publishing Co., 1925. Pp. 76.

Better Dress Charts. By Florence Bigelow. St. Paul, Minn.: Webb Publishing Co., 1925.

Seventeenth‐Century Essays (edited by Jacob Zeitlin), The Patrician (John Galsworthy), and Ethan Frome (Edith Wharton). New York: Charles Scribner's Sons, 1926. The Modern Student's Library. Price, $1 each.

A Child's Map of the Ancient World. Originated by Alice York. Designed by Ilonka Karasz. New York: The John Day Co., 1926. Price, $1.50.

Rewards of Reading. By Frank Luther Mott. New York: Henry Holt &; Co., 1926. Pp. x + 208.

The Constitution of the United States. By William B. Guitteau and Hanson Hart Webster. Boston: Houghton Mifflin Co., 1926.

Fundamentals of Human Physiology. By R. G. Peaece and J. J. R. Macleod (University of Toronto). St. Louis: The C. V. Mosby Co., 1924. Pp. 349.

The Foundation of Health. By William Barnard Sharp (University of Texas). Philadelphia: Lea and Febiger, 1924. Pp. vi + 256.     

Book reviews

Bloomfield, Leonard, and Barnhart, Clarence L., Let's Read: A Linguistic Approach. Wayne State University Press, Detroit 2. l961, $7.50.

Gunderson, Robert Gray, Old Gentlemen's Convention: The Washington Peace Conference of 1861. The University of Wisconsin Press, Madison. 1961, $5.

Corrigan, Robert W., Chandler Editions in Drama. Chandler Publishing Company, 604 Madison Street, San Francisco 4. $.75, paper.

Plummer, Gail, The Business of Show Business. Harper and Brothers, 49 East 33 Street, New York 16. 1961, $5.25.

Babcock, Weston, Hamlet, a Tragedy of Errors. Purdue University Studies, Humanities Series. Purdue University, Lafayette, Indiana. 1961, paper, $1.75.     

The didactic model LdL (Lernen durch Lehren) as a way of preparing students for communication in a knowledge society

Based on studies in learning psychology, biology and education, the original technique Lernen durch Lehren (LdL) (German for ‘learning by teaching’) has been elaborated into a meta‐model (Meta)LdL that aims at giving students a platform to acquire the competencies considered necessary for knowledge societies. Ninety‐seven former students of university classes modelled on (Meta)LdL participated in a questionnaire to determine the effectiveness and efficiency of (Meta)LdL. A majority of participants attested LdL to have allowed for a gain in all competencies and claimed that no other method they were aware of would be more efficient than LdL.     

Experience vs. experimentation

Education in Depressed Areas. Edited by A. Harry Passow. (New York: Bureau of Publications of Teachers College, Columbia University, 1963. Pp.259. $4.75.)

Educational Research: An Introduction. Walter R. Borg. (New York: David McKay Company, 1963. Pp. 418. $5.50.)

Frontiers of Education. Edited by Arthur E. Traxler. (Washington, D.C.: American Council on Education, 1962. Pp. 192. $2.50.)

The Gifted Child, The Year Book of Education, 1962. Edited by George Z. F. Bereday and Joseph A. Lauwerys. (New York: Harcourt, Brace, and World, 1962. Pp. 541. $10.50.)

Growth and Development of the Young Child. Marian E. Breckenridge and Margaret N. Murphy. (Philadelphia: W. B. Saunders, 1963. Pp.564. $6.75.)

Philosophy and Principles of Physical Education. Charles C. Cowell and Wellman L. France. (Englewood Cliffs, New Jersey: Prentice‐Hall, 1963. Pp. 236. $5.95.)

The Psychologist in the Schools. By Susan W. Gray. (New York: Holt, Rinehart and Winston, Inc., 1963. Pp. 406. $5.50.)

Student's Guide for Writing College Papers. Kate L. Turabiam. (Chicago: University of Chicago Press, 1963. Pp. 172. $1.25 (paper).)

World Culture, a Selected and Annotated Bibliography. (Philadelphia: McKinley Publishing Company, 1963. Pp. 384. $12.00.)     

On the Identit(ies) of Mathematics Education

This critical notice reviews sections of three recently published Handbooks of relevance to the community of educational psychology, cognitive science, and mathematics education researchers. In particular it examines (a) the overlap between the historic foundations of cognition, mathematics education, and educational psychology; (b) the shared problem of identity; (c) areas of consonance and dissonance, particularly the need to bring in socio-political issues; and (d) the complexity of understanding and modeling human cognition. A critical notice of: • Alexander, P.A. & Winne, P.H. (Eds.), Handbook of Educational Psychology (2^nd ed.). Mahwah, NJ: Lawrence Erlbaum & Associates. (2006), 1055 pp. $89.95. • Lester, F.K. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning: Part I – Foundations. Reston, VA: National Council of Teachers of Mathematics & Information Age Publishing. (2007), 1324 pp. $350.00. • Campbell, J.I.D. (Ed.), Handbook of Mathematical Cognition, New York, NY: Psychology Press, An Imprint of Taylor and Francis. (2004), 508 pp. $125.00.     

Organic Creativity in the Classroom: Teaching to Intuition in Academics and the Arts. Piirto,J. (Ed.). (2013)

A thoughtful overview of Gifted Education, Judy W. Eby Joan F. Smutney White Plains, NY: Longmans, 1990 224 pp.     

I Agree—Well,Mostly!

In this essay, I reply to my five commentators in the October 2017 issue of the Roeper Review to my July 2017 article: “ACCEL: A New Model for Identifying the Gifted.” I respond to each in turn. I end with the question I believe most important for those of us interested in giftedness to confront at the present moment.     

REVIEWS

Understanding school exclusion – challenging processes of docility Charlie Cooper Starting with Choice: Inclusive strategies for consulting young children Mary Dickens, Sue Emerson and Pat Gordon‐Smith Living Phonics Book 1: the alphabet and key digraphs By Jennifer Warland Dyslexia in Secondary School: A Practical Handbook for Teachers, Parents and Students Jenny Cogan and Mary Flecker Stepping out: Using Games and Activities to Help Your Child with Special Needs Sarah Newman (illustrated by Jeanie Mellersh) From Goals to Data and Back Again: Adding Backbone to Developmental Intervention for Children with Autism Jill Fain Lehman and Rebecca Klaw Gifted and Talented Children in the Early Years Hannah Mortimer Inclusive Teaching, Inclusive Learning: managing the curriculum for children with severe motor difficulties Pilla A. C. Pickles Children at the Margins: supporting children, supporting schools Tom Billington and Michael Pomerantz (eds)     

Reviews

Books reviewed in this article: Stephanie Prestage and Pat Perks, Adapting and Extending Secondary Mathematics Activities Deborah Eyre and Hilary Lowe (eds), Curriculum Provision for the Gifted and Talented in the Secondary School Sally L. Smith, The Power of the Arts: Creative Strategies for Teaching Exceptional Learners Donald McIntyre, Colour Blindness — Causes and Effects Christine Macintyre, Play for Children with Special Needs: Including Children aged 3–8 Cathy Nutbrown (ed.), Research Studies in Early Childhood Education Chris Abbott (ed.), Special Educational Needs and the Internet — issues for the inclusive classroom     

Book Reviews

Books reviewed in this article: Teaching Gifted Children 4–7 – a guide for teachers Valsa Koshy Further Education Basic Maths – shape Nadia El Naggar The Right Place? A parents' guide to choosing a residential special school Jenny Morris Including Children with Visual Impairment in Mainstream Schools: a practical guide Pauline Davis Educating Children with Fragile‐X Syndrome: a multi‐professional view Denise Dew‐Hughes (ed.) Bright Splinters of the Mind: a personal story of research with autistic savants Beate Hermelin     

The new books on our shelf

The Supervision and Teaching of Reading. By Julia M. Harris, H. L. Donovan, and Thomas Alexander. Richmond, Va.: Johnson Publishing Co., 1927. Pp. xix + 474. Price, $2.

Basic Material for a Pharmaceutical Curriculum. By W. W. Charters, A. B. Lemon, and Leon M. Monell. New York: McGraw‐Hill Book Co., Inc., 1927. Pp. xiii + 366. Price, $4.

Individual Progress Reading Series, Books I, II, III, and IV. By Ambrose L. Suhrie and Myrtle Garrison Gee (New York University). New York: World Book Co., 1927.

The Supervision of Instruction. By A. S. Baer (University of Wisconsin) and William H. Burton (University of Chicago). New York: D. Appleton & Co., 1926. Pp. xiv + 626.

Sportcraft for All the Year. By Dale E. Van Horn. Boston: Lothrop, Lee & Shepard Co., 1926. Pp. x + 280. Price, $2.50.

The Mystery of Mind. By Leonard T. Troland (Harvard University). New York: D. Van Nostrand Co., 1926. Pp. ix + 253. Price, $3.

Physical Education for Primary Schools. By W. A. Ocker. New York: A. S. Barnes & Co., 1926. Pp. 83. Price, $2.

Education Through Physical Education. By Agnes R. Wayman (Columbia University). Philadelphia: Lea and Febiger, 1925. Pp. xiv + 356.

Principles of Chemistry. By Joseph H. Roe (George Washington University Medical School). St. Louis: C. V. Mosby Co., 1927. Pp. 378.

Educational Story Plays and Schoolroom Games. By Emily W. Elmore (University of Wisconsin) and Marie L. Carns (University of Wisconsin). New York: A. S. Barnes & Co., 1926. Pp. xi + 145. Price, $2.

Human Geography by Grades, Book Six (Europe and the British Isles). By James Fairgreve and Ernest Young. New York: D. Appleton & Co., 1927. Pp. 479; 96. photos; 133 maps.

Practical Chemistry. By N. Henry Black and James B. Conant. New York: The Macmillan Co., 1927. Pp. xii + 522.

Everyday Problems of the Country Teacher. By Frank J. Lowth. New York: Macmillan Co., 1926.

The Young Folks' Book of Myths. By Amy Cruse. Boston: Little, Brown & Co., 1926. Pp. xiv + 265. Price, $2.     

A sociologist looks at the twelve‐month school year

Elementary Manual of Physiology. By Russell Burton‐Opitz (Columbia University). Philadelphia: W. B. Saunders Co., 1925. Pp.413. Price, $2.50.

Geology in Its Relation to Landscape. By Juntos Henderson. Boston: Stratford Co. Pp. 362; 94 illustrations, half‐tones. Price, $2.50.

The Psychology of Social Institutions. By Charles Hubbard Judd (University of Chicago). New York: Macmillan Co., 1926. Pp. ix + 346.

Why Children Succeed. By Stuart A. Courtis (Detroit Teachers College). Detroit: Courtis Standard Tests, 1925. Pp. 271.

Applied Print‐Shop Mathematics. By C. W. Hague (The Stout Institute, Menomonie, Wis.). Milwaukee: The Bruce Publishing Co., 1925. Pp. 32. Price, 28 cents.

Automotive Repair. By Homer J. Smith (University of Minnesota) and Roy S. Kern. Peoria: The Manual Arts Press, 1925. Pp. 123. Price, $1.

Permanent Bird Houses. By Gladstone Califf. Milwaukee: The Bruce Publishing Co., 1924. Pp. 64. Price, $1.

Caleb Heathcote. By Dixon Ryan Pox. New York: Charles Scribner's Sons, 1926. Pp. vii + 301. Price, $3.

Wood Finishing. By Harry R. Jeffrey (Kansas State Teachers College). Peoria: The Manual Arts Press, 1924. Pp. 175. Price, $1.50.

Vertebrate Zoölogy. By Henry Sherring Pratt (Haverford College). Boston: Ginn &; Co., 1925. Pp. xi + 341. Price, $2.20.

Constructive School Discipline. By Walter Robinson Smith (University of Kansas). Cincinnati: American Book Co., 1924. Pp.275. Price, $1.40.

Far Away and Long Ago. By W. H. Hudson. New York: E. P. Dutton &; Co., 1925. Pp. xiv + 332. Price, $1.10.

Elements of Chemistry. By William Foster (Princeton University). New York: D. Van Nostrand Co., 1925. Pp. xviii + 576. Price, $2.

Brief Guide to the Project Method. By James F. Hosic and Sara E. Chase. Yonkers, N. Y.: World Book Co., 1924. Pp. x + 243.

Expository Writing. By William S. Dye, Jr. (Pennsylvania State College). Richmond, Va: Johnson Publishing Co., 1926. Pp. ix + 372.

Oral and Written English. Upper Book. By Milton C. Potter, H. Jeschke, and Harry O. Gillet. Boston: Ginn &; Co., 1926. Pp. xvi + 510. Price, $0.96.

Elements of Astronomy. By Edward A. Fath (Carleton College). New York: McGraw‐Hill Book Co., Inc., 1926. Pp. viii + 307. Price, $3.

National Spelling Scale for Senior High Schools. By John J. Tipton (Assistant Superintendent, Allegany County, Md.). Mountain Lake Park, Md.: National Publishing Co., 1926.

The Music of the Spheres; a Nature Lover's Astronomy. By Florence A. Grondal. New York: The Macmillan Co., 1926. Pp. xiii + 334. Price, $5.

Investigations in the Teaching of Science. By Francis D. Curtis (University of Michigan). Philadelphia: P. Blakiston's Son &; Co., 1926. Pp. xvii + 341. Price, $2.

Food Study for High Schools. By Mabel T. Wellman. Boston: Little, Brown &; Co., 1926. Pp. xix + 528. Price, $1.50.

The Science of Things About Us. By Charles E. Rush and Amy Winslow. Boston: Little, Brown &; Co., 1926. Pp. xiii + 318. Price, 90 cents.

Introductory College Chemistry. By Neil E. Gordon (University of Maryland). Yonkers: World Book Co., 1926. Pp. xiv + 688. Price, $3.80.

The Learner and His Attitude. By Garry Cleveland Myers (Cleveland School of Education). Chicago: Benj. H. Sanborn &; Co., 1925. Pp. xiii + 418.

The Psychology of Elementary Education. By A. S. Edwards (University of Georgia). Cambridge: Houghton Mifflin Co., 1925. Pp. xvi + 333.

Children's Drawings. Stella Agnes McCarty, editor. Baltimore: Williams &; Wilkins Co., 1924. Pp. 164. Price, $3.

Methods of Handling Test Scores. By Luella Cole Pressey (The Ohio State University) and Sidney Leavitt Pressey (The Ohio State University). Yonkers: World Book Co., 1926. Pp. iv + 60. Price, $0.60.

One Hundred and One Famous Poems. Published by The Cable Co., Chicago, 1924. Pp. 186. Prices: Paper binding, $0.25; cloth binding, $1; De Luxe edition, $1.50.

The Word Builder. By Nina Joy Bellinger and Belle A. Mackinnon. New York: Charles Scribnert Sons, 1926. Pp. viii+ 162.

Our Unitarian Heritage. By Earl Morse Wilbur (Pacific Unitarian School for the Ministry). Boston: The Beacon Press, Inc., 1925. Pp. xiii + 485.

American Literature. By John Calvin Metcalf (University of Virginia). Richmond, Va.: Johnson Publishing Co., 1925. Pp. 562.

Office Training and Standards. By Frank C. McClelland. Chicago: A. W. Shaw Co., 1925. Pp. xviii + 283.

Letters from Famous People. By Sharpless D. Green. New York: The Gregg Publishing Co., 1925. Pp. xvii + 362.

Chemical Calculations. By Bernard Jaffe. Yonkers, N. Y.: World Book Co., 1926. Pp. xv + 159. Price, $1.28.

Stories for Junior High Schools. Edited by William Rabenort. New York: Charles Scribner's Sons, 1926. Pp. 416.     

Climatology for guidance

African Education: An Introductory Survey of Education in Commonwealth Countries. Donald G. Burns. (London: Oxford University Press, 1965. Pp. 215. $2.40.)

Education Through English: The Use of English in African Schools. Eva Engholm. (Cambridge: Cambridge University Press, 1965. Pp. 182. $4.50.)

Techniques of Teaching. A. D. C. Peterson, editor. (New York: Pergamon Press, Inc., 1965. 3 volumes. $2.95 each volume.) (Vol. 1, Primary Education; vol. 2, Secondary Education; vol. 3, Tertiary Education.)

Education and the Development of Nations. John W. Hanson and Cole S. Brembeck, editors. (New York: Holt, Reinehart and Winston, Inc., 1966. Pp. 529. $4.95, paper.)

The Experience of Higher Education. Peter Marris. (New York: Humanities Press, 1964. Pp. 220. $5.00.)

Psychology and Education of the Gifted: Selected Readings. Walter B. Barbe, editor. (New York: Appleton‐Century‐Crofts, 1965. Pp. 534. $4.50, paper.)

The Public Schools and Religion, the Legal Context. Sam Duker. (New York: Harper and Row, Publishers, 1965. Pp. 238. $2.75.)

Society Schools and Progress in the U.S.A. Edmund J. King. (New York: Pergamon Press, Inc., 1965. Pp. 241. $4.50.)

Teaching Gifted Students: A Book of Readings. James J. Gallagher, editor. (Boston: Allyn and Bacon, Inc., 1965. $6.00, paper.)     

Self-Efficacy Beliefs and Mathematical Problem-Solving of Gifted Students

Path analysis was used to test the predictive and mediational role that self-efficacy beliefs play in the mathematical problem-solving of middle school gifted students (n= 66) mainstreamed with regular education students (n= 232) in algebra classes. Self-efficacy of gifted students made an independent contribution to the prediction of problem-solving in a model that controlled for the effects of math anxiety, cognitive ability, mathematics GPA, self-efficacy for self-regulated learning, and sex. Gifted girls surpassed gifted boys in performance but did not differ in self-efficacy. Gifted students reported higher math self-efficacy and self-efficacy for self-regulated learning as well as lower math anxiety than did regular education students. Although most students were overconfident about their capabilities, gifted students had more accurate self-perceptions and gifted girls were biased toward underconfidence. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory.     

Creativity in the Hong Kong classroom: What is the contextual practice?

A review is offered of Hong Kong's current education reform that sites a key role for creativity. This key role leads us to ask “Creativity in the Hong Kong Classroom: what is the contextual practice?” To address this question 27 Primary classroom teachers across three subject areas were observed and rated using the Classroom Observation Form [Furman, A. (1998). Teacher and pupil characteristics in the perception of the creativity of classroom climate. Journal of Creative Behavior, 32(4), 258–277]. The creativity potential of these teachers was then measured against the Creativity Fostering Teacher Index [Soh, K. C. (2000). Indexing creativity fostering teacher behavior: A preliminary validation study. Journal of Creative Behavior, 34(2), 118–134] and the Creative Personality Scale [Gough, H. G. (1978). A creative personality scale for the adjective check list. Journal of Personality and Social Psychology, 37(8), 1398–1405]. Their class students then completed the Chinese Creativity Tests [Wu, J. J., & Chen, F. X. (1998). A study on the new creativity test. Taiwan: Education Bureau and Foundation for Scholarly Exchange]. Findings support and extend current understandings of both system and componential theory [Csikzentmihalyi, M. (1996). Creativity: flow and the psychology of discovery and invention. New York: Harper Collins; Amabile, T. M. (1996). The social psychology of creativity. New York: Springer–Verlag; Amabile, T. M. (1996). Creativity in context. Boulder: Westview Press]. Instrument limitations and a need for interpretative cautions are discussed and their significance for further research indicated.     

Satisfaction and success in online learning as a function of the needs for affiliation,autonomy, and mastery

Two studies were conducted to examine the relationship between motivational variables and satisfaction and success in online learning. College students enrolled in face-to-face psychology classes and who had taken at least one online course were surveyed. In Study 1, two hypotheses were tested: (1) that high need-for-affiliation students would be less, and (2) that high need-for-autonomy students would be more likely to want to take another online course. Hypothesis 1 was supported (f(4, 53)?=?2.56, p?相似文献