Joseph M. Sencibaugh works at Webster University in St. Louis, MO. Joseph also has a Ph.D. Angela M. Sencibaugh is an Adjunct Professor at Lindenwood and the Webster Universities. Sencibaugh and Sencibaugh wanted to find out how well cooperative-learning approaches worked for students with learning disabilities. Sencibaugh and Sencibaugh looked at published research in the years 2000 to 2014. There were 4 different studies Sencibaugh and Sencibaugh focused on; Cooperative Learning and Cross Age Tutoring, Cooperative Learning and Class-wide Peer Tutoring, Structured versus Unstructured Cooperative Learning, and Cooperative Learning and Peer Mediated Instruction. The first study Sencibaugh and Sencibaugh looked at was Cooperative Learning and Cross Age Tutoring. They found out that the peer tutoring study strategy was more effective than the teacher directed-guided note study strategy. The peer tutoring study strategy was liked more, by the students, than the teacher directed-guided note study strategy. The second study strategy Sencibaugh and Sencibaugh looked at was Cooperative Learning and Class-wide Peer Tutoring. In this particular study, class-wide means all different aged students can participate in an after school-tutoring program. Peer tutoring, as mentioned in the previous paragraph, is more one on one and class-wide peer tutoring is done …show more content…
Structured cooperative learning is where the teacher trains a small group of students to interact with each other and share resources to complete an assignment or project. Unstructured cooperative learning is where the teacher gives no training to a group, but the same amount of time to complete the assignment or project as the structured cooperative learning group. The research showed that the structured cooperative learning group was more effective than the unstructured cooperative learning