Cohesion, not competition;In Brief

1st May 1998 at 01:00
Competition has little or no effect on children's learning, a joint US-Australian study has concluded. Researchers who carried out 250 classroom observations in Dallas elementary schools have reported that sharing and involvement are the essential preconditions for learning at all levels of achievement. They also believe that learning gains are greatest in those classrooms where cohesion is high, friction is low and children register high satisfaction levels.

Barry Fraser of Curtin University and his co-researchers, Michael Dryden and William Webster of the Dallas schools service, base these conclusions on not only classroom observations but a questionnaire survey of 5,800 junior-school pupils. The children's opinions of their classrooms were analysed using the latest statistical techniques.

Contact: Barry J Fraser, Curtin University of Technology, GPO Box U1987, Perth 6845, Australia.

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.
Subscribe now
Existing subscriber?
Enter subscription number

Comments

The guide by your side – ensuring you are always up to date with the latest in education.

Get Tes magazine online and delivered to your door. Stay up to date with the latest research, teacher innovation and insight, plus classroom tips and techniques with a Tes magazine subscription.
With a Tes magazine subscription you get exclusive access to our CPD library. Including our New Teachers’ special for NQTS, Ed Tech, How to Get a Job, Trip Planner, Ed Biz Special and all Tes back issues.

Subscribe now