The Jigsaw Method: Reviving a Powerful Positive Intervention

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  • Author(s): Nalls, Amanda J. (ORCID Nalls, Amanda J. (ORCID 0000-0001-6475-3843); Wickerd, Garry (ORCID Wickerd, Garry (ORCID 0000-0003-4797-8471)
  • Language:
    English
  • Source:
    Journal of Applied School Psychology. 2023 39(3):201-217.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Evaluative
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      17
    • Intended Audience:
      Teachers; Counselors
    • Subject Terms:
      Cooperative Learning; Intervention; Interaction; Inclusion; Prosocial Behavior; Student Diversity; Student Behavior; Academic Achievement; Program Effectiveness; Behavior Modification; Barriers; Program Implementation; Minority Group Students
    • Accession Number:
      10.1080/15377903.2022.2124570
    • ISSN:
      1537-7903
      1537-7911
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1393239