Deck 30: A: Reading

Question 1

In comparing the jigsaw technique to other techniques designed to develop interdependent classroom learning, Aronson and Bridgeman note that the major difference between the jigsaw technique and other approaches such as "TGT" and "STAD" is:

A) jigsaw attempts to minimize competition; TGT and STAD promote and use competition across groups, while encouraging within-group cooperation.
B) jigsaw can be effective only where the entire traditional classroom structure of competition is eliminated, whereas TGT and STAD promote and utilize competition.
C) jigsaw is based on established social-psychological principles, whereas other interdependent learning programs do not have a solid, scientific foundation.
D) jigsaw improves both academic performance and racial/ethnic relations, whereas other interdependent learning programs only improve academic performance.

Answer 1

A

Question 2

Aronson and his colleagues developed the technique known as the "jigsaw" classroom using which key characteristic of Sherif's famous Robber's Cave?

A) pitting students against one another in competitive games
B) having students play cooperative games like putting together puzzles
C) having students work cooperatively to solve a common problem
D) having students share stories of personal discrimination

Answer 2

C

Question 3

Aronson and Bridgeman review studies that demonstrate the disappointing results of desegregation in improving group relations, self-esteem and academic performance. They argue that these negative results are mainly due to:

A) the failure of authorities to support integration efforts.
B) inadequate funding for schools.
C) the interaction of lack of "equal status contact" with the competitive structure of the classroom.
D) lack of discipline in classrooms, so that children are not compelled to cooperate.

Answer 3

C

Question 4

Aronson and his colleagues developed the technique known as the "jigsaw" classroom primarily to:

A) provide data for a theoretical analysis comparing the effects of cooperation versus competition.
B) take advantage of the altruistic motivations of students, which are stifled by a competitive classroom environment.
C) replicate the findings of the famous "Robber's Cave" experiment in another "naturalistic" setting- the classroom.
D) develop a cooperative structure for integrated classrooms that could be readily implemented and evaluated-that is, to develop an "action research" program.

Question 5

Aronson and Bridgeman discuss research on the effect of jigsaw techniques on academic performance. This research, conducted by Lucker et al. (1977), found that:

A) both minority and Anglo students significantly improved their academic performance as a result of the jigsaw technique.
B) minority students performed significantly better in jigsaw classes than in traditional classes.
C) unlike most other students, high-ability students suffered from the jigsaw technique, as evidenced by the decline in their reading scores after the jigsaw technique was implemented.
D) all students-Anglo and minority alike-in jigsaw classrooms showed increases in self-esteem and increases in "liking" school.