本文讲述了作者和她的同行老师对学生的研究。Hammer解释说，她和她的同事在他们的初中进行了一二个小时的分组，分组学生不是他们的能力，而是由他们的概念水平。他们发现有三个阶段是显而易见的。首先是学生在思维方式上的具体阶段。这也很明显，在这个阶段，学生往往身体响应他们的同龄人的名字调用。A期学生自我控制水平和挫折水平较低。锤下组是B阶段，其中包括学生仍处于具体水平，但更容易在小团体工作和处理选择。他们发现，七十到百分之八十的第七年级学生在这个阶段。最后阶段是C阶段C阶段是许多学生开始看到自己不同于其他人。他们更倾向于关注自己而不考虑他人的想法。在这个阶段，锤子和她的同事们发现，让这些学生单独工作并成为他们自己的个体是更好的。这是一个非常好的研究，并提供了一个发展适当的方式来分离学生获得最大程度的学生合作，也是最好的方法，让所有的孩子在自己的舒适区学习。
澳洲维多利亚论文代写:对学生的研究
This article tells of the author and her fellow teachers study on their students. Hammer explains that she and her colleagues took a two hour block at their junior high school and grouped students not by their ability but instead by their conceptual level. They found that there were three stages that were evident. First was stage A in which the students were concrete in their thinking patterns. It was also evident that at this stage the students were often physical in response to name calling by their peers. The students at stage A had low self-control and frustration levels. Hammers next group was stage B, which included students that were still at the concrete level but were more apt to work in small groups and handle choices. They found that seventy to eighty percent of seventh graders were at this stage. The final stage was stage C. Stage C is when many students begin to see themselves different from others. They are more apt to focus on themselves and not take into consideration others thoughts. At this stage hammer and her colleagues found it better to allow these students to work alone and be their own individual. This is a very good study and offers a developmentally appropriate way to separate students to gain maximum amount of student cooperation and also the best possible way to allow all children to learn in their own comfort zone.
