Cary Roseth

CEP 956: Mind, Media & Learning, AT&T Instructional Technology Award , MSU

2017
Honorable Mention

Outstanding Contributions to Theory, Research and Practice Award

2015
Cooperative Learning Special Interest Group (SIG), American Educational Research Association (AERA)

Best- in-Track Award

2014
Annual Sloan-C/MERLOT International Symposium for Emerging Technologies in Online Learning

University of Minnesota

Ph.D.

Educational Psychology

2006

University of Minnesota

M.A.

Educational Psychology

2006

Dartmouth College

B.A.

Spanish

1994

Enlisting peer cooperation and prosociality in the service of substance use prevention in middle school

NIAA A/NIH R34 AA02427

Submitted July 2015; Funded: Aug. 2016 – July 20 2019
Co-PI (PI: Van Ryzin)

Enhancing achievement and peer relations in inclusive middle school classroom

College of Education Faculty Fund Award, University of Oregon

April 2015 – Aug. 2016
Co-PI (PI: Van Ryzin)

Meta-analysis of family - based prevention programs for adolescent substance abuse

NIDA/NIH R03

Oct. 15, 2012 - Aug. 31, 2014
Co-PI (PI: Van Ryzin)

Blending synchronous face-to-face and computer-supported cooperative learning in a hybrid doctoral seminar

C Roseth, M Akcaoglu, A Zellner

2013

Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer- mediated communication technologies now make new models possible, including distance learners synchronous online attendance of face-to-face courses. Going beyond traditional uses of videoconferencing (e.g., real-time remote viewing with limited student interaction), this article describes the use of freely available technologies to support synchronous cooperative learning activities involving both face-to-face and hybrid doctoral students. Specifically, we describe the rationale behind pedagogical choices and specify how various technologies were re-purposed to create a virtual classroom space in which all possible combinations of face-to-face and hybrid students worked together in multiple small-groups across single class sessions. Implications for course development, the implementation of cooperative learning activities in online settings, and the use of both synchronous and asynchronous methods of online instruction are discussed.

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An experimental study comparing English-only and transitional bilingual education on Spanish-speaking preschoolers’ early literacy development

LK Durán, CJ Roseth, P Hoffman

2010

A longitudinal, experimental–control design was used to test the hypothesis that native language instruction enhances English language learner's (ELL's) native language and literacy development without significant cost to English development. In this study, 31 Spanish-speaking preschoolers (aged 38–48 months) were randomly assigned to two Head Start classrooms differing only in the language of instruction (English and Spanish). As predicted, results showed that Spanish language instruction resulted in significantly higher growth on both Spanish oral vocabulary and letter–word identification measures. There were no significant differences between classrooms on these same measures in English. Results extend previous work by showing that Transitional Bilingual Education may be a viable alternative to traditional English-only models. Implications for theory, future research, and early childhood practice are discussed.

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Cooperative learning in middle schools: Interrelationship of relationships and achievement

DW Johnson, RT Johnson, C Roseth

2010

When students enter middle school, they face 2 major challenges, one involving the biological, cognitive, and socioemotional changes they are going through, and another involving the transition from elementary to middle school. Peer learning has considerable influence on how well they manage these challenges. The research that exists on peer learning, however, indicates it can have positive or negative effects on students' achievement and well-being, depending on the nature of the program and how it is implemented. Perhaps the most important peer learning program is cooperative learning, because it is based on social interdependence theory and the hundreds of research studies. The research indicates that cooperation promotes greater efforts to achieve, more positive relationships, and greater psychological health than do competitive or individualistic efforts. In middle school students the quality of peer relationships accounts for 33 to 40% of the variance in achievement of middle school students. These outcomes are expected only when cooperative learning is structured to include positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and group processing. Based on these results, 3 types of cooperative learning have been operationalized: formal cooperative learning, informal cooperative learning, and cooperative base groups. In implementing the 3 types of cooperative learning, teachers will want to encourage the development of personal relationships, which in turn will tend to increase their academic and social integration into middle school.

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