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Comparing permanent and alternating teams in middle school mathematics: Impacts on student engagement and social connections.

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Title: Comparing permanent and alternating teams in middle school mathematics: Impacts on student engagement and social connections.
Authors: Sanders, Miriam, Rambo-Hernandez, Karen Elizabeth, Joswick, Candace
Source: Journal of Educational Research. 2025, Vol. 118 Issue 3, p281-298. 18p.
Subjects: Student engagement, Mathematics, Students' conduct of life, Algebra, Middle schools
Abstract: The purpose of this study was to examine students' engagement in their middle school mathematics class utilizing either permanent or alternating small group membership. Many group learning instructional techniques have shown positive impacts on student behavioral, cognitive, and social engagement outcomes, but group formation and permanence is a key difference between various group learning instructional techniques. This study used data from eighth-grade Algebra 1 students in a rural, Title I junior high school. Longitudinal hierarchical linear modeling was used to determine to what degree team characteristics and perceived value of team member contributions predict students' change in engagement over time. Our social network analysis revealed that students preferred to team with peers of the same biological sex and provide counterevidence to the notion that participation in alternating teams leads to the elimination of cliques and greater social cohesion in diverse mathematics classrooms. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Comparing permanent and alternating teams in middle school mathematics: Impacts on student engagement and social connections.
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  Data: The purpose of this study was to examine students' engagement in their middle school mathematics class utilizing either permanent or alternating small group membership. Many group learning instructional techniques have shown positive impacts on student behavioral, cognitive, and social engagement outcomes, but group formation and permanence is a key difference between various group learning instructional techniques. This study used data from eighth-grade Algebra 1 students in a rural, Title I junior high school. Longitudinal hierarchical linear modeling was used to determine to what degree team characteristics and perceived value of team member contributions predict students' change in engagement over time. Our social network analysis revealed that students preferred to team with peers of the same biological sex and provide counterevidence to the notion that participation in alternating teams leads to the elimination of cliques and greater social cohesion in diverse mathematics classrooms. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2025.2473414
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      – SubjectFull: Students' conduct of life
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