Kagan Structures integrate the most powerful principles from decades of research. Among the many positive findings of this field or research are improved academic achievement, improved ethnic and race relations, improved social skills and social relations, and increased liking for self, others, and school. The Kagan Structures have proven themselves effective teaching and learning tools for cooperative learning, multiple intelligences, character education, language learning, and emotional intelligence. Below you will find links to research reviews, field data, success stories, and articles supporting the use of Kagan Structures. |
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| Achievement Still on the Rise At Catalina Ventura School Scott Heusman & Don Moenich Back in the Fall of 2000, Don Moenich shared substantial achievement gains as a result of his school's effort to implement Kagan Structures. Three years later, the school is still going strong with Kagan and achievement scores are still climbing. Check out their charts and see how they're continuing their school improvement trend. Read Article |
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| Anderson County Teachers Excel with Kagan Steve Burkich, Assistant Superintendent, Anderson County Schools Anderson County Schools in Lawrenceburg, Kentucky use their Kagan training to make tremendous strides in their academic achievement. This article describes the route they charted with Kagan Professional Development and illustrates impressive achievement gains for the county’s elementary schools. Perhaps most impressive is that the gains are not limited to selected subjects. Read Article |
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| Case
For Student Centered Instruction Via Collaborative Learning Paradigms,
The Ted Panitz This is a summary of the research on the benefits of cooperative/collaborative learning, Citing a wealth of research, Ted makes a strong case for the use of cooperative learning. It is divided into two parts. The first section organizes the benefits into categories such as, academic benefits, social, psychological, etc. The second section simply lists each of the benefits without regard to any ordering. An outline of the benefits is provided prior to the extended descriptions. Read Article |
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| Closing the Achievement Gap Miguel Kagan Kagan offers an approach to increase achievement for all students, while narrowing the achievement gap. View impressive results by a Kagan school. See how the Kagan school was much more successful at decreasing the gap than other schools in the district and state. Read Article |
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| Closing the School Achievement Gap An Interview with Dr. Jean Maddox Tied for the lowest-achieving elementary school in the district, Principal Jean Maddox and her staff knew it was time for a change. They turned to Kagan to close the gap between more affluent and higher-achieving schools in the district. Read Article |
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| Cooperative
Learning Structures Can Increase Student Achievement Jeanie M. Dotson This study compares achievement scores of sixth-grade social studies students who participated in classes using Kagan's Structures with students who did not. We've known for years the power of Kagan structures for ALL students based on anecdotal data and a mountain of research on cooperative learning. This research looks specifically at Kagan structures and suggests that their use can increase achievement for gifted students, students that are mentally impaired, students with learning disabilities, and students with 504 plans. Read Article |
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| Cooperative Learning Structures Improve Performance and Attitudes of High School Journalism Students Bret Howard Two simple Kagan Structures, Quiz-Quiz-Trade and Timed Pair Share are put to the test. Will they improve content learning? Will they enjoy cooperative learning? Results from this action research answer conclusively — Yes! Students using cooperative learning structures outperform peers taught with traditional teaching methods. Cooperative learning creates greater gains, and results in higher average scores. Read Article |
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| Effects
of Communication on Student Learning Craig R. Murie The author documents his success using Kagan Structures to increase student communication over mathematical concepts and procedures, and test scores. In this teacher-friendly action research article, Craig summarizes his old routine for teaching high school mathematics for 29 years and his new approach to enhance student interaction. His college Math 99 section—one of nine sections taught by seven different instructors—outscored all other sections on the same exams, topping the average of the eight other sections by 20 percent (79% compared to 59%). Read Article |
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| Endorsements
from Educational Leaders Kagan receives letters from principals, superintendents, and other educational leaders hailing the effects of implementing Kagan structures in their schools and districts. Here are some excerpts: "The Kagan Cooperative Learning Training is the best and most exciting training I've received in the 27 years I've been in education. Our teachers who were trained in the program implemented the structures in their classrooms and found that student participation in learning increased, along with achieving a higher level of student mastery of taught skills." — Randy Borland, Principal, Polk City, Florida "The language of cooperative learning, the structural approach, resounds throughout our school! 2000 marks 10 years with Kagan for the Lamplighter School!" — Sheila Leventhal McCartor, Dallas, Texas Read Article |
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| Endorsements
from Kagan Practitioners Teachers of all grades and subject areas report powerful positive outcomes when they adopt Kagan structures. Here are a few examples of what Kagan practitioners are saying about Kagan structures: "In my 13 years of attending workshops and training, this has been the ONLY information I have received that I feel I will use until I retire." — Emma Slyow, 3rd grade teacher. "Thank you for opening my eyes to Dr. Kagan's Cooperative Learning. It really works! Dr. Kagan's strategies make the difference." — Mike DiDeminico, Staff Developer. "This program is amazing because it's so effective and so logical." — Rachelle Soper, 1st-2nd grade teacher. "This workshop is one of the best if not the best I have been a participant of in over 20 years of teaching. I can't wait for more!" — Paul Pearson, 9th-12th teacher Read Article |
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| Foster Road Elementary is on the Road to Success with Kagan Structures In 2004, Foster Road Elementary had the highest growth points in their district. They exceeded California’s API target by 485%. Since the inception of the Public Schools Accountability Act, Foster Road’s gains have surpassed the state’s target by large margins. Dr. Maddox attributes much of their success to their work with Kagan. Read about their road to success. Read Article |
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| From
Compartmentalization to Cooperation One District's Story Chris Ward and Jim Craigen Jim Craigen and Chris Ward describe the Durham District School Board's cooperative learning journey. The journey began in the1980's with the District taking last place in a number of categories. Ten years later, the Durham District was the recipient of a prestigious international award for excellence in education. Cooperative learning remains the district's foundation in their quest for instructional excellence. Read Article |
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| Impacts of Kagan Cooperative Learning Structures on Fifth-Graders’ Mathematical Achievement Dr. Lisa Cline Do Kagan Structures really improve achievement? In her doctoral dissertation, the author compares three Kagan Structures— RallyCoach, RoundTable, and Timed Pair Share — to individual guided practice. Take a guess: Do you think students learned more in the traditional class or in the Kagan class? You guessed it, students learned significantly more in the Kagan class. Read the summary of research and review the inspiring gains. Read Article |
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| Kagan and 4th Graders Make Beautiful Music Together Behind tightly closed doors, fourth grade students are fully engaged and motivated as they practice playing recorders. Thanks to a Kagan Structure, RallyCoach, Ms. Cunningham no longer loses more and more students as she gradually introduces more difficult songs. Now, 60% more students achieve the highest level of competency — all with a simple change in how students practice. Read Article |
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| Kagan
Cooperative Learning Creates Explosive Results in High School Chemistry Janina A. Mele Janina Mele writes about her experiences with Kagan cooperative learning: "The second marking came to an end and as I recorded my students' grades, I was struck with a revelation. I seemed to be marking down 'A' too many times. I began to study these grades and discovered in one class a total of 17 A's out of 21 students, a class average of 90%. My other class had an average approaching 83 %. This was unheard of. I had never seen results like this before." Read Article |
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| Kagan Implementation Surveys As part of ongoing professional improvement programs in schools and districts, Kagan surveys teachers to glean insight on the impact trainings have on the implementation of Kagan instructional strategies. Learn about Kagan's implementation surveys and see what teachers are telling us. Read Article |
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| Kagan Structures Add Power To Corporate Classes Two trainers for General Motors (GM) Powertrain Division discover Kagan Structures. By implementing Kagan Structures in their corporate classes, they experience nearly a 20 percent increase in test scores. Read how Kagan Structures have increased test scores, engagement in the class, and enthusiasm for the content. Read Article |
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| Kagan Structures and High School Algebra Jodi Van Wetering, Math Teacher Downers Grove North High School This study examines the impact of Kagan Structures on student achievement. Consistent achievement gains as measured by class averages were found when using Kagan Structures vs. traditional instruction for Algebra and Advanced Algebra with Trigonometry. Study also includes student survey results and comments about their attitudes toward using Kagan Structures as well as teacher reflections on implementing Kagan Structures. Read Article |
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| Kagan
Structures Increase Achievement at Catalina Ventura School Don Moenich Over the past four years, Catalina Ventura School has made major strides in assessment outcomes. Don Moenich, Title I coordinator, attributes much of students' academic and social success to Kagan structures. Don writes, "From 1996-97 to 1998-99, testing data from our District Assessment Plan in the area of reading, writing, and math, showed marked improvements in 23 of 26 areas when looking at percentages of students that mastered a skill. Some grade levels showed as much as 25% growth in students demonstrating mastery." Take a peek at the impressive charts. Read Article |
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| Kagan
Structures - Not One More Program, a Better Way to Teach Any Program Dr. Spencer Kagan At the heart of Kagan's professional development and publications are Kagan structures. In this article, Dr. Spencer Kagan defines Kagan structures. He maintains that Kagan structures are not an alternative to cooperative learning, multiple intelligences, emotional intelligence, character development, and higher-level thinking. They are a better way to implement the visions of these programs. Spencer outlines the positive outcomes students, teachers, trainers, and schools reap when using Kagan structures. Read Article |
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| Kagan
Structures: Research and Rationale Dr. Spencer Kagan At the heart of Kagan's professional development and publications are Kagan structures. In this article, Dr. Spencer Kagan defines Kagan structures. He maintains that Kagan structures are not an alternative to cooperative learning, multiple intelligences, emotional intelligence, character development, and higher-level thinking. They are a better way to implement the visions of these programs. Spencer outlines the positive outcomes students, teachers, trainers, and schools reap when using Kagan structures. Read Article |
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| Kagan Structures: Research and Rationale in a Nutshell Dr. Spencer Kagan Dr. Kagan provides a succinct answer to the question, "Why Kagan Structures?" Spencer cites the positive outcomes of using Kagan Structures, its strong research and theory base, and most importantly — the positive transformation that students and teachers experience by using Kagan Structures. Read Article |
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| Student
Comments on Cooperative Learning and Multiple Intelligences Structures Karen Allard Karen Allard shares comments from several of her top students to the question: "Do cooperative learning and multiple intelligences strategies help you study for quizzes, review information, and or help you discuss ideas and concepts about reading, writing and social studies?" You might be interested in hearing what her students have to say. We certainly were. Read Article |
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| Success in a Large District: One Administrator, One Teacher, One Student at a Time! Dr. Jacqueline Minor and Jersey City Public Schools "It has increased student achievement and improved student social skills." "The students reported they love Cooperative Learning." "Our students are visibly more engaged in lessons." These are some of the comments from participating schools in the district-wide Kagan training for Jersey City Schools. Learn about the training process. Hear the encouraging results. Read Article |
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| Test
Scores Show Kagan Structures Work At Long Hill Elementary School Kathy Kennedy Kathy Kennedy, principal of Long Hill Elementary, shares her school's success with Kagan structures. The evaluation of any educational innovation should include at least three components: 1) Does it work? 2) Do students like it? and 3) Do the teachers like it? According to Long Hill's test scores, and student and teacher comments, Kagan passes with flying colors. Kathy describes her school's formula for boosting writing scores. Read Article |
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| University Study Finds Random Student Selection Keeps Students Engaged Cathy Keen Instead of calling on students who choose to participate, random student selection can engage all students about equally. By randomly selecting students, any student’s number can come up at any time. Students are more attentive and participate more when they have an equal probability of being selected. Read Article |
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| Walberta
Park Elementary School Succeeds with Kagan Structures Maureen A. Mulderig Walberta Park Elementary School, a K-2 school in Syracuse New York has been using Kagan Structures for three years. Principal Maureen Mulderig shares how her school has integrated the structures into the everyday culture and has reaped significant benefits including improved assessment scores. We hear firsthand students' positive reactions to Kagan Structures. Read Article |
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