The Clash of the Paradigms: Tracking, Cooperative Learning, and the Demolition of the Zone of Proximal Development

Authors

  • Rosemary C. Reilly Concordia University, Montreal
  • Sydney N. Mitchell University of Maine, Orono

DOI:

https://doi.org/10.11575/ajer.v56i4.55427

Keywords:

Cooperative learning, tracking, zone of proximal development

Abstract

This report describes the effect of cooperative learning in low-track and regular classrooms, using the dimensions of student alienation, academic self-esteem, willingness to cooperate, and academic supportiveness. The investigators examined the influence of student agency in choosing peers for the cooperative groups in a high school science classroom. Results indicate that the ability for low-track students to choose group mates can result in greater feelings of alienation, have no effect on bolstering a lower academic self-esteem, and reduce willingness to cooperate with peers. Regardless of stream, students did not feel academically supported by peers in the classroom. Recommendations for using cooperative learning and coping with educational reform are discussed.

Ce rapport décrit l'effet de l'apprentissage coopératif dans des salles de classe d'éducation spécialisée et des salles de classe régulières et ce, sous l'optique de la marginalisation des élèves, l'estime de soi sur le plan académique, la volonté de coopérer et le soutien académique. Les chercheurs ont examiné l'influence de l'action par les étudiants dans le choix de pairs pour les groupes coopératifs dans un cours de science à l'école secondaire. Les résultats indiquent que la capacité qu'ont les élèves de la voie éducation spécialisée à choisir des partenaires de groupe peut entrainer les effets suivants : augmentation du sentiment de marginalisation; aucun rehaussement du faible estime de soi sur le plan académique; et diminution de la volonté de collaborer avec les pairs. Les élèves dans les deux voies ne sentaient pas d'appui académique de la part de leurs pairs en classe. Nous discutons de recommandations pour l'emploi de l'apprentissage coopératif et pour la gestion de la réforme de l'enseignement.

Author Biographies

Rosemary C. Reilly, Concordia University, Montreal

Rosemary Reilly is an associate professor in the Department of Applied Human Sciences. Her particular research interest is exploring the effect of using learning as a lever for change at an individual, organizational, or community level; social creativity; the development of learning communities; trauma; and qualitative changes in thinking patterns as a result of collaboration in groups.

Sydney N. Mitchell, University of Maine, Orono

Sid Mitchell is an associate professor of educational psychology and educational assessment. His research interests include teacher as researcher and cyber-bullying.

Downloads

How to Cite

Reilly, R. C., & Mitchell, S. N. (2011). The Clash of the Paradigms: Tracking, Cooperative Learning, and the Demolition of the Zone of Proximal Development. Alberta Journal of Educational Research, 56(4), 419–435. https://doi.org/10.11575/ajer.v56i4.55427

Issue

Vol. 56 No. 4 (2010): Winter

Section

ARTICLES

License

UNIVERSITY OF ALBERTA COPYRIGHT LICENSE AND PUBLICATION AGREEMENT

If accepted, authors will be asked to sign a copyright agreement with the following points:

A. Where there is any inconsistency between this Copyright License and Publication Agreement and any other document or agreement in relation to the same subject matter, the terms of this Agreement shall govern.

B. This document sets out the rights you are granting in relation to publication of your article, book review, or research note entitled (the “Article”) through inclusion in the academic journal titled Alberta Journal of Educational Research (the “Journal”) published through the Faculty of Education, representing the Governors of the University of Alberta (the “Journal Editor”).

C. There will be no payment to you for this publication and grant of rights. In consideration of the agreement to publish the Article in the Journal:

1. You are warranting that:

  1. the content of the Article is your original work, and its content does not contain any material infringing the copyright of others; or, where the Article is not entirely your original work, you have obtained all necessary permissions in writing to grant the rights you are giving in this agreement;
  2. the content of the Article does not contain any material that is defamatory of, or violates the privacy rights of, or discloses the confidential information of, any other person;
  3. the Article has not been published elsewhere in whole or in part, and you will not allow publication of the Article elsewhere without the consent of the Journal Editor;
  4. the names of all co-authors and contributors to the Article are:

2. You agree to license the copyright in the Article to the Journal Editor, on a worldwide, perpetual, royalty free basis; and to the extent required by the terms of this agreement. You shall retain the right at all times to be acknowledged as the/an author of the Article.

3. You further agree that the Journal Editor has the entitlement to deal with the Article as the Journal Editor sees fit, and including in the following manner;

  1. The right to print, publish, market, communicate and distribute the Article and the Journal, in this and any subsequent editions, in all media (including electronic media), in all languages, and in all territories, ing the full term of copyright, and including any form of the Article separated from the Journal, such as in a database, abstract, offprint, translation or otherwise, and to authorize third parties to do so;
  2. The right to register copyright of the Journal;
  3. The right to edit the Article, to conform to editorial policy as the Journal Editor sees fit.

4. If any co-author or contributor to the Article does not sign this agreement, the Journal Editor reserves the right to refuse to publish the Article.