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Lehraus, Katia – Education 3-13, 2015
This study explored how to integrate cooperative skills training into learning tasks in the area of writing. Cooperative learning sessions, aimed at developing both cooperative and cognitive skills, were created and conducted in two elementary school classes (Grade 2, age 7-8). Pupils' teamwork interactions were videotaped and analysed.…
Descriptors: Cooperative Learning, Writing Processes, Skill Development, Teaching Methods
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Lin, Mei; Preston, Anne; Kharrufa, Ahmed; Kong, Zhuoran – Research-publishing.net, 2014
Interactional communicative competence and higher-order thinking have been well documented as two of the biggest challenges for second/foreign language learners (EFL learners). This paper evaluates the use of digital tabletops as tools for problem-solving tasks in groups. The evaluation is based on a preliminary study of an application of the use…
Descriptors: Second Language Learning, Thinking Skills, English (Second Language), Communicative Competence (Languages)
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Ware, Paige – Intercultural Education, 2013
This paper explores the pedagogical and conceptual issues that accompany the integration of intercultural communication skills into the secondary curriculum by analyzing the interactions of 102 adolescents in Spain and the USA during a 15-week, classroom-based, international online exchange. Focusing on the skills of discovery and interaction…
Descriptors: Intercultural Communication, Secondary School Curriculum, Foreign Countries, Secondary School Students
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Kamps, Debra M.; And Others – Journal of Applied Behavior Analysis, 1992
Three seven-year-old males with autism included in social skills groups with nonhandicapped peers were successfully trained in such social skills as initiating, responding, keeping interactions going, greeting, conversing, giving and accepting compliments, taking turns and sharing, asking for help and helping others, and including others in…
Descriptors: Autism, Interaction Process Analysis, Interpersonal Competence, Mainstreaming
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Storey, Keith – Australia and New Zealand Journal of Developmental Disabilities, 1987
A review of research on teaching social skills to severely handicapped persons discusses training procedures, domain, generalization, maintenance, cost efficiency, reliability, social interaction partners, social validation, research design, and simulation. Evaluation of nine studies affirms that severely handicapped persons can learn to interact…
Descriptors: Cost Effectiveness, Interaction Process Analysis, Interpersonal Competence, Normalization (Handicapped)
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Smith, Roy; Tomlinson, Peter – Journal of Education for Teaching, 1984
Radio-assisted practice is a technique that allows unobtrusive communication from supervisor to trainee teacher during actual teaching activity. Further research, implications, and application to the enhancement of intelligent teaching skills are discussed. (Author/DF)
Descriptors: Educational Radio, Field Experience Programs, Higher Education, Interaction Process Analysis
Singleton, H. Wells; And Others – 1977
The objective of the study was to (1) systematically study the process by which small group cooperation develops and to (2) produce guidelines that will be useful to teachers. The sample consisted of 84 seventh grade boys and girls of middle class families. Three randomly assigned samples (rotating, solid, and control) comprised the experimental…
Descriptors: Behavior Change, Behavioral Science Research, Competition, Conflict Resolution
Kime, Robert E.; And Others – 1977
This book is designed for the health instruction teacher in the elementary and secondary grades. It is divided into four major sections. Part one stresses the importance of health and how the health educator, the students, and the community should be involved in selecting and planning topics for health instruction. Different methods of instruction…
Descriptors: Behavior Patterns, Curriculum Development, Elementary Secondary Education, Health Education
Chan, Kim Sang; Cole, Peter G. – 1986
B. S. Bloom's theory of school learning states that three independent variables account for most of the variation in students' achievement: cognitive entry behaviors (CEB), affective entry characteristics, and the quality of instruction. These variables determine the nature of learning outcomes--level and type of achievement, rate of learning, and…
Descriptors: Academic Aptitude, Aptitude Treatment Interaction, Grade 3, Interaction Process Analysis