Abstract

Schools in the United States are becoming more diverse with respect to race, ethnicity, gender, and sexuality, but many minority students experience disconnection from school for a variety of reasons. Longstanding research on the jigsaw method suggests that it has been an effective intervention for increasing interdependence among students and fostering prosocial behaviors that would increase social connection. More recent research on the jigsaw method has focused on its strong effects on academic learning and has largely overshadowed its original purpose to improve social interactions and increase inclusion. This paper is an attempt to revive the jigsaw method as an effective intervention to increase prosocial behavior while at the same time improving academic performance. Practical implementation information, including an implementation checklist, is offered for teachers and school-based mental health professionals looking to implement the intervention in classroom settings.

摘要

美国的学校在种族、民族、性别和性取向方面变得更加多元化，但许多少数族裔学生由于各种原因与学校脱节。对拼图方法的长期研究表明，它是一种有效的干预措施，可以增强学生之间的相互依赖，并培养亲社会行为，从而增加社会联系。最近对拼图方法的研究主要集中在其对学术学习的强大影响上，并在很大程度上掩盖了其改善社会互动和增加包容性的初衷。本文试图复兴拼图法作为一种有效的干预措施，以增加亲社会行为，同时提高学习成绩。实际实施信息，