Peer Work Groups in Dutch Classroom Practice.

Findings of a study that examined the effects of teacher behavior and organizational factors on student behavior in peer work groups are presented in this paper. Methodology included observation of one classroom from each of 10 Dutch elementary schools that frequently used forms of peer work groups and teacher interviews. Findings indicate that cooperative work groups were used only 20 percent of the total peer group time, even by teachers who said that they frequently used cooperative learning. Helping groups were the most frequently used type of peer work group. Teachers used individualistic reward structures; the groups did not demonstrate competitive reward structures. The degree to which students were involved in their tasks and showed desirable/undesirable interactions during peer work groups was related to organizational factors and teacher behavior. Organizational factors, such as group type and composition, influenced the kind of student interaction. For application tasks, monitoring by the teacher promoted student involvement and favorable interactions. Ten tables are included. (LMI)