Cross-Sex Collaborative Learning in Elementary Classrooms
Cross-Sex Collaborative Learning in Elementary Classrooms
复制标题
小学课堂中的跨性别协作学习
DOI：
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发表时间：
1984
期刊：
影响因子：
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通讯作者：
Abigail Harris
中科院分区：
文献类型：
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作者：
Marlaine E. Lockheed;Abigail Harris
本研究分析了大约1400小时的课堂行为和学生调查的结构化自然主义观察结果，以确定：(a)小团体教学在小学课堂上的使用程度，(b)小团体教学的学术条件，以及(c)小团体教学对学生态度和观念的影响，特别是与性别刻板印象有关的态度和观念。在29个四、五年级教室收集观察记录23590份；大约11%的记录表明使用了教学小组，其中8%是混合性别小组。在体育课和阅读课上观察到的小组更常见，而在美术课上观察到的小组更少。小组的使用与关于学生能力的性别刻板印象无关，但与女学生持有的更普遍的性别刻板印象负相关。男女学生对跨性别合作的态度与合作分组呈负相关，而女生对跨性别同伴的评价与合作分组呈正相关。自我作为问题解决者的认知与男生的合作分组呈正相关。研究结果还讨论了性别作为一种影响群体互动动态的地位特征的关系。
Structured naturalistic observations, representing about 1,400 hours of classroom behavior, and student surveys were analyzed to determine: (a) the extent to which small group instruction was used in elementary school classrooms, (b) the academic conditions under which small group instruction was used, and (c) the effects of small group instruction on student attitudes and perceptions, particularly those related to gender stereotypes. In 29 fourth and fifth grade classrooms 23,590 observation records were collected; approximately 11% of the records indicated the use of instructional small groups, of which 8% were mixed-sex groups. Small groups were observed more often in physical education and reading classes and less often in art classes. The use of small groups was not related to gender stereotypes regarding student competence but was negatively related to more general gender stereotypes held by female students. Attitudes toward cross-sex cooperation were negatively related to cooperative groupings for both male and female students, although cross-sex peer ratings by females were positively related to cooperative groupings. Perceptions of oneself as a problem solver were positively associated with cooperative groupings for male students only. The results are discussed in relationship to the characterization of sex as a status characteristic influencing the dynamics of group interaction.