Reference health
Learning from peers: Beyond the rhetoric of positive results
42/42 checkable references clean · checked 2026-07-24
Every reference with a DOI in the deposited reference list resolved to a known work in Crossref or DataCite at the dated check, and none carried a retraction, withdrawal, or removal notice.
34 without a DOI — not checked. A reference deposited without a DOI is never matched by title or guessed at; it stays outside the checked set, and this line discloses that.
The 42 checked references that resolve
resolves10.1146/annurev.so.08.080182.001233
Expectation States and Interracial Interaction in School Settings
resolves10.1037/0033-2909.92.1.176
Meta-analyses and the effects of various reward systems: Some different conclusions from Johnson et al.
resolves10.1037/0022-0663.80.2.172
The role of individual differences in the cooperative learning of technical material.
resolves10.1207/s15326985ep2301_2
An Analysis of the Processes Influencing the Structured Dyadic Learning Environment
resolves10.1037/0033-2909.89.1.47
Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis.
resolves10.1037/0022-3514.44.1.78
Dispensability of member effort and group motivation losses: Free-rider effects.
resolves10.1207/s1532690xci0502_1
Effects of Cooperative Script Manipulations on Initial Learning and Transfer
resolves10.1037/0022-3514.37.6.822
Many hands make light the work: The causes and consequences of social loafing.
resolves10.1016/0361-476X(92)90057-6
Effects of two cooperative conditions on peer-group discussions, reading comprehension, and metacognition
resolves10.1037/0022-0663.79.4.431
Cognitive, social/affective, and metacognitive outcomes of scripted cooperative learning.
resolves10.1207/s1532690xci0102_1
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
resolves10.1016/0883-0355(89)90015-3
Collaborating with teachers in the interest of student collaboration
resolves10.1037/0022-0663.71.5.677
Individual characteristics and children's learning in large-group and small-group approaches.
resolves10.1037/0012-1649.24.6.840
Influence of adult and peer collaborators on children's planning skills.
resolves10.3102/00346543050001005
The Role of Elaboration in the Comprehension and Retention of Prose: A Critical Review
resolves10.1037/0022-0663.68.6.689
Oral summary as a review strategy for enhancing recall of textual material.
resolves10.3102/00346543060003471
Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis
resolves10.1037/0022-0663.74.4.475
Group composition, group interaction, and achievement in cooperative small groups.
resolves10.1037/0022-0663.76.1.33
Sex differences in interaction and achievement in cooperative small groups.
resolves10.1016/B978-0-12-752075-9.50015-5
Gender Differences in Small-Group Interaction and Achievement in High- and Low-Achieving Classes
resolves10.1159/000272425
From Social Interaction to Higher Psychological Processes. A Clarification and Application of Vygotsky’s Theory
resolves10.1037/0022-0663.77.1.60
Oral discussion, group-to-individual transfer, and achievement in cooperative learning groups.
The 34 references without a DOI — listed, not checked
no DOI — not checkedAronson, E., Stephan, C., Sikes, J., Blaney, N., and Snapp, M. (1978).The Jigsaw Classroom. Sage Publications, Beverly Hills, CA.
no DOI — not checkedBaker, L., and Brown, A. L. (1984). Metacognitive skills and reading. In Pearson, P. D. (ed.),Handbook of Reading Research, Longman, New York, pp. 353–394.
no DOI — not checkedBandura, A. (ed.) (1971).Psychological Modeling: Conflicting Theories. Aldine-Atherton, Chicago.
no DOI — not checkedBossert, S. T. (1988). Cooperative activities in the classroom.Rev. Res. Educat. 15: 225–252.
no DOI — not checkedBrown, A. L., and Ferrara, R. A. (1985). Diagnosing zones of proximal development. In Wertsch, J. V. (ed.),Culture Communication, and Cognition: Vvgotskian Perspectives, Cambridge University Press, New York, pp. 273–305.
no DOI — not checkedCohen, E. G. (1972). Interracial interaction disability.Hum. Rel. 37: 648–655.
no DOI — not checkedCohen, E. G., Lotan, R., and Catanzarite, L. (1990). Treating status problems in the cooperative classroom. In Sharan, S. (ed.),Cooperative learning: Theory and research, Praeger, New York, pp. 203–229.
no DOI — not checkedHertz-Lazarowitz, R. (1992). Understanding interactive behaviors: Looking at six mirrors of the classroom. In Hertz-Lazarowitz, R. and Miller, N. (eds.),Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning, Cambridge University Press, New York, pp. 71–101.
no DOI — not checkedHolst, P. M., and O'Donnell, A. M. (August, 1992).Task Structure and Paired Interaction: Effects on Recall Performance of 2nd Graders. Paper presented at the Annual Meeting of the American Psychological Association, Washington, D.C.
no DOI — not checkedJohnson, D. W., and Johnson, R. T. (1987).Creative Conflict. Interaction Book Co, Edina, MN.
no DOI — not checkedJohnson, D. W., and Johnson, R. T. (1989).Cooperation and Competition: Theory and Practice. Interaction Book Co., Edina, MN.
no DOI — not checkedJohnson, D. W., and Johnson, R. T. (1990). Cooperative learning and achievement. In Sharan, S. (ed.),Cooperative Learning: Theory and Research, Praeger, New York, pp. 23–37.
no DOI — not checkedJohnson, D. W., and Johnson, R. T. (1991).Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (3rd Ed.). Prentice-Hall, Englewood Cliffs, NJ.
no DOI — not checkedKohn, A. (1991). Group grade grubbing versus cooperative learning.Educat. Leader. 48: 83–87.
no DOI — not checkedKnight, G. P., and Bohlmeyer, E. M. (1990). Cooperative learning and achievement: Methods for assessing causal mechanisms. In Sharan, S. (ed.),Cooperative Learning: Theory and Research, Praeger, New York, pp. 1–22.
no DOI — not checkedMeeker, B. F. (1981). Expectation states and interpersonal behavior. In Rosenberg, M., and Turner, R. H. (eds.),Social Psychology: Sociological Perspectives, Basic Books, New York, pp. 290–319.
no DOI — not checkedO'Donnell, A. M., and Dansereau, D. F. (1992). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In Hertz-Lazarowitz, R. and Miller, N. (eds.),Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning, Cambridge University Press, New York, pp. 121–140.
no DOI — not checkedPerret-Clermont, A. N. (1980).Social Interaction and Cognitive Development in Children, Academic Press, London.
no DOI — not checkedSharan, S., and Hertz-Lazarowitz, R. (1980). A group investigation of cooperative learning in the classroom. In Sharan, S., Hare, P., Webb, C., and Hertz-Lazarowitz, R. (eds.),Cooperation in Education, Brigham Young University Press, Provo, UT, pp. 14–46.
no DOI — not checkedSlavin, R.E. (1986).Using Student Team Learning: (3rd ed.), Center for Social Organization of Schools, The Johns Hopkins University, Baltimore, MD.
no DOI — not checkedSlavin, R. E. (1989). Cooperative learning and student achievement: Six theoretical perspectives.Adv. Motivation Achievement: Motivation Enhancing Environ. 6: 161–177.
no DOI — not checkedSlavin, R. E. (1990). Comprehensive cooperative learning models: Embedding cooperative learning in the curriculum and the school. In Sharan, S. (ed.),Cooperative Learning: Theory and Research, Praeger, New York, pp. 261–283.
no DOI — not checkedSlavin, R. E. (1991). Group rewards make groupwork work.Educat. Leadership 48: 89–91.
no DOI — not checkedSlavin, R. E. (1992). When and why does cooperative learning increase achievement: Theoretical and empirical perspectives. In Hertz-Lazarowitz, R., and Miller, N. (eds.),Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning, Cambridge University Press, New York, pp. 145–173.
no DOI — not checkedSteiner, I. D. (1972).Group Process and Productivity, Academic Press, New York.
no DOI — not checkedTudge, J. R. H. (1990).Cooperative Problem-Solving in the Classroom. Washington, D.C., Office of Educational Research and Improvement (ERIC Document Reproduction Service No. ED 310-881).
no DOI — not checkedTudge, J. R. H., and Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian perspectives. In Bornstein, M., and Bruner, J. (eds.),Interaction in Human Development, Lawrence Erlbaum, Hillsdale, NJ, pp. 17–40.
no DOI — not checkedVygotsky, L. S. (1978).Mind in society, Harvard University Press, Cambridge, MA.
no DOI — not checkedWadsworth, B. (1978).Piaget for the classroom teacher. Longman, New York.
no DOI — not checkedWeinstein, C. E., and Mayer, R. F. (1986). The teaching of learning strategies. In Wittrock, M. C. (ed.),Handbook of Research on Teaching (3rd Ed.), Macmillan, New York, pp. 315–327.
no DOI — not checkedWilkinson, L. C. (1988). Grouping children for learning: Implications for kindergarten education.Rev. Res. Educat. 15: 203–223.
no DOI — not checkedWittrock, M. C. (1986). Student thought processes. In Wittrock, M. C. (ed.),Handbook of Research on Teaching (3rd Ed.), Macmillan, New York, pp. 297–314.
no DOI — not checkedZeuli, J. P. (1986, April). The Use of the Zone of Proximal Development in Everyday and School Contexts: A Vygotskian Critique. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco (ERIC Document Reproduction Service No. ED 271 509).
no DOI — not checkedZuber, R. L., and O'Donnell, A. M. (August, 1992). Mathematical Problem Solving: Effects of Scripted and Unscripted Cooperation. Paper presented at the Annual Meeting of the American Psychological Association, Washington, D.C.
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