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| Johnson, Roger T. | 3 |
| Johnson, David W. | 1 |
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| Journal Articles | 3 |
| Reports - Research | 2 |
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| Reports - Descriptive | 1 |
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Peer reviewedJohnson, Roger T.; Johnson, David W. – Journal of Staff Development, 1981
The central purpose of mainstreaming is to integrate handicapped students with nonhandicapped peers. It is the teacher's responsibility to foster positive and constructive interactions between handicapped students and their peers. Three ways of organizing constructive peer interaction are: (1) cooperation; (2) competition; and (3) an…
Descriptors: Classroom Techniques, Disabilities, Group Dynamics, Individual Instruction
Peer reviewedJohnson, Roger T.; And Others – Journal of Psychology, 1981
The self-esteem and perceived personal acceptance by the teacher of 18 nonhandicapped and l2 trainable retarded students were studied in a mainstream junior high setting. Students in the cooperative condition had the highest self-esteem and perceived the most personal acceptance. Handicapped students reported higher self-esteem than nonhandicapped…
Descriptors: Competition, Cooperation, Individual Instruction, Junior High School Students
Peer reviewedJohnson, Roger T.; And Others – American Educational Research Journal, 1986
Using 74 eighth graders, the effects of computer-assisted cooperative, competitive, and individualistic instruction were compared. Computer-assisted cooperative instruction promoted greater quantity and quality of daily achievement, more successful problem solving, more task-related student-student interaction, and increased the perceived status…
Descriptors: Academic Achievement, Analysis of Variance, Comparative Analysis, Competition
