Citations

Citations

First Citation:
Mallow, Jeffry. "Student Group Project Work: A Pioneering Experiment in Interactive Engagement." //Journal of Science Education and Technology// 10.2 (2001): 105-113. //JSTOR//. Database. 15 Apr 2012.

http://www.jstor.org.ezproxy.emich.edu/stable/40186615?&Search=yes&searchText=work&searchText=student&searchText=group&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dstudent%2Bgroup%2Bwork%26gw%3Djtx%26acc%3Don%26prq%3Dgroup%2Bwork%26Search%3DSearch%26hp%3D25%26wc%3Don&prevSearch=&item=17&ttl=362617&returnArticleService=showFullText

"Group work has been shown to enhance student performance, as well as to improve retention..."

"Females report that they prefer group projects to traditional lectures, because of the interactive, cooperative components and the control of individual competition."

"...the sheer volume of knowledge in any particular discipline is so massive that only the selection of part of the discipline for deep study is capable of providing students with mastery."

"Group project work is divided into eight phases: 1. Introduction: groups elf-selection,advisors election,project overview 2. Choice of specific project theme 3. Problem formulation: group negotiation and consensus, precise statement of research to be undertaken 4. Practical planning: task assignment, scheduling, assessment of internal and external resources 5. The investigation: literature search, coordination, advisor consultation, possible modifications of investigation direction and group process, midsemester presentation and feedback from peers and advisors in other groups 6. Product production: written monograph or other form of presentation of results 7. Evaluation: internal (group and advisor), external evaluator 8. Post evaluation appraisal: assessment of the experience by each group member" - - - - -

Second Citation
Hassel, Holly, and Jessica Lourey. "The Dea(r)th of Student Responsibility." //College Teaching// 53.1 (2005): 2-13. //JSTOR//. Database. 15 Apr 2012.

http://www.jstor.org.ezproxy.emich.edu/stable/27559209?&Search=yes&searchText=work&searchText=student&searchText=group&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dstudent%2Bgroup%2Bwork%26gw%3Djtx%26acc%3Don%26prq%3Dgroup%2Bwork%26Search%3DSearch%26hp%3D25%26wc%3Don&prevSearch=&item=21&ttl=362617&returnArticleService=showFullText

"We need to tell our students what is expected of them, create a valuable learning environment, tie grades to achievement, and hold all of our students to the same standards, because it is to their advantage as well as ours."

"...students are less likely to play hooky from smaller classes, and both the Modern Language Association (the governing body of the teaching of English and foreign languages) and the National Council of Teachers of English (NCTE) provide specific policies that recognize the relevance of class size to student learning. NCTE." (This can be interpreted as being part of a small group putting more pressure on students to not "play hooky")

"Instructors need to create a job description for students, who often do not recognize that their personal standards and perception of quality are well below what is expected." (Job descriptions are the same thing as group roles.) - - - - -

Third Citation
//This source is more about smaller school sizes, but some of the points made about working in a small school can be related to working in a small group.//

Darling-Hammond, Linda, Jacquline Ancess, and Susanna Ort. "Reinventing High School: Outcomes of the Coalition Campus Schools Project." //American Educational Research Journal// 39.3 (2002): 639-673. //JSTOR//. Database. 15 Apr 2012.

In Text

(Darling-Hammond, Ancess, and Ort 639-673)

"A number of studies have found that, all else equal, schools have higher levels of achievement when they create smaller, more personalized units in which teachers work together and students see a smaller number of teachers over a given period of time."

"'You are just not going to fall through the cracks here. You are an important individual. For the first time, [students] are seen as important individuals in the school system. I compare this with my experience in large schools with thirty-five students in a class, where kids fall through the cracks.'"

"Both students and teachers described how the low student-teacher ratios enabled teachers to support intellectually challenging work and to sustain a press for higher standards of performance." - - - - -

Fourth Citation
Wong, Sze-Sze. "Distal and Local Group Learning: Performance Trade-Offs and Tensions." //Organization Science// 15.6 (2004): 645-656. //JSTOR//. Database. 15 Apr 2012.

In Text:

(Wong 645-656)

"Local learning is defined as the interpersonal knowledge acquisition, sharing, and combination activities with members in the same group, and distal learning is defined as the interpersonal knowledge acquisition, sharing, and combination activities with individuals external to the group."

"...local learning is likely to be coherence building-creating and maintaining shared group knowledge (i.e., knowledge about tasks, group processes, group members) that promotes greater group efficiency."

"...distal learning is likely to trigger divergent thinking, which in turn is likely to increase cognitive variation in members' beliefs about their tasks and how things are done." - - - - -

Fifth Citation
Roberts, Tom, Paul Cheney, Paul Sweeney, and Ross Hightower. "The Effects of Information Technology Project Complexity on Group Interaction." //Journal of Management Information Systems// 21.3 2004/2005. 223-247. //JSTOR//. Database. 15 Apr 2012.

In Text: (Roberts, Cheney, Sweeney, and Hightower 223-247)

"Too often, groups are composed quickly and conveniently, and then immediately called upon to make a series of decisions. This collection of people is not necessarily a cohesive group characterized by a common goal, such as a football team or a fire crew or a software development team."

"The use of groups often comes at the expense of speed and increases the chances for conflict or power struggle that can get in the way of performance/ Conflict researchers have found that group strife that is based on personality or interpersonal dislike adversely affects how the group functions."

"Since only one person can be heard at a time, some members may be prevented from participating, thus reducing the synergy of the group." - - - - -

Sixth Citation
//This is just a website I found with some Law School's view on group work.//

http://www.ukcle.ac.uk/resources/teaching-and-learning-practices/groups/