青春期
发表于 2025-3-25 03:22:32
http://reply.papertrans.cn/59/5811/581042/581042_21.png
fringe
发表于 2025-3-25 09:56:25
Introduction and Background,as to its social-interactive dimension (Sharan, 1980, 1984; Slavin, 1983). The question of the effects of one domain on the other, such as the extent to which academic learning in cooperative small groups is fostered or affected by the pupils’ social interaction, has also been raised (Maruyama, 1985
贸易
发表于 2025-3-25 11:41:01
http://reply.papertrans.cn/59/5811/581042/581042_23.png
确认
发表于 2025-3-25 17:35:43
Results,nd beyond differences between classrooms (teachers). These analyses indicate that there is a disordinal relationship, i.e. no overlap, between the mean scores from the Group-Investigation classes and those from classes taught with the Whole-Class method. A Treatment x Class interaction revealed that
甜瓜
发表于 2025-3-25 22:46:23
Discussion,demic achievement in History and Geography, on their social interaction and on their verbal behavior. Clearly, all these dimensions of children’s behavior are significantly affected by their school experience, a fact frequently ignored by investigators from a variety of disciplines who are concerned
flimsy
发表于 2025-3-26 01:13:38
https://doi.org/10.1007/978-1-4612-3860-7Motivation; Peers; Strategie; Verbal Behavior; language; learning
愤怒事实
发表于 2025-3-26 05:36:37
http://reply.papertrans.cn/59/5811/581042/581042_27.png
拱形大桥
发表于 2025-3-26 11:17:19
Language and Learning in the Cooperative Classroom978-1-4612-3860-7Series ISSN 1431-7532
fringe
发表于 2025-3-26 16:27:24
http://reply.papertrans.cn/59/5811/581042/581042_29.png
初学者
发表于 2025-3-26 20:41:28
http://reply.papertrans.cn/59/5811/581042/581042_30.png