This project adapts selected objectives of the Muscogee County English Course of Study for grades five and six to a student team learning instructional method known as Teams-Games-Tournaments (TGT). This method uses a cooperative classroom reward structure and peer tutoring to build peer support for achievement. Extensive research has shown TGT to be very effective.
Included in the adaptation package are TGT implementation instructions for teachers, all materials necessary for using TGT for one six-weeks period in fifth and sixth grade English classes, and directions for developing materials to use with other objectives. The materials were field tested with one class of fifth graders and one class of sixth graders for one week. Both teachers and their students completed questionnaires expressing their opinions of the TGT method and the materials.
Survey results generally showed that both teachers and most students perceived the week-long TGT unit to be a positive experience. Teachers found the materials effective and indicated that they had a clear understanding of how to use the TGT method after reviewing the implementation instructions.
","abstract_html":"<p>This project adapts selected objectives of the Muscogee County English Course of Study for grades five and six to a student team learning instructional method known as Teams-Games-Tournaments (TGT). This method uses a cooperative classroom reward structure and peer tutoring to build peer support for achievement. Extensive research has shown TGT to be very effective.</p> <p>Included in the adaptation package are TGT implementation instructions for teachers, all materials necessary for using TGT for one six-weeks period in fifth and sixth grade English classes, and directions for developing materials to use with other objectives. The materials were field tested with one class of fifth graders and one class of sixth graders for one week. Both teachers and their students completed questionnaires expressing their opinions of the TGT method and the materials.</p> <p>Survey results generally showed that both teachers and most students perceived the week-long TGT unit to be a positive experience. Teachers found the materials effective and indicated that they had a clear understanding of how to use the TGT method after reviewing the implementation instructions.</p>","abstract_has_math":false,"creators":["Olive, Steve"],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. James Brewbaker","Dr. Earl Bagley","Dr. Carolyn Cartledge"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1984,"date_issued":"1984-01-01T08:00:00Z","date_published":"1984-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:18Z","subjects":["Muscogee County English Course of Study","Fifth Grade","Sixth Grade","Teams-Games-Tournaments","TGT","Education Methods","Educational Assessment, Evaluation, and Research","Educational Methods","Instructional Media Design"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/603","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. James Brewbaker","Dr. Earl Bagley","Dr. Carolyn Cartledge"]},{"key":"dc:creator","label":"Author","values":["Olive, Steve"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Muscogee County English Course of Study","Fifth Grade","Sixth Grade","Teams-Games-Tournaments","TGT","Education Methods","Educational Assessment, Evaluation, and Research","Educational Methods","Instructional Media Design"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/603"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This project adapts selected objectives of the Muscogee County English Course of Study for grades five and six to a student team learning instructional method known as Teams-Games-Tournaments (TGT). This method uses a cooperative classroom reward structure and peer tutoring to build peer support for achievement. Extensive research has shown TGT to be very effective.
Included in the adaptation package are TGT implementation instructions for teachers, all materials necessary for using TGT for one six-weeks period in fifth and sixth grade English classes, and directions for developing materials to use with other objectives. The materials were field tested with one class of fifth graders and one class of sixth graders for one week. Both teachers and their students completed questionnaires expressing their opinions of the TGT method and the materials.
Survey results generally showed that both teachers and most students perceived the week-long TGT unit to be a positive experience. Teachers found the materials effective and indicated that they had a clear understanding of how to use the TGT method after reviewing the implementation instructions.
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Included in the adaptation package are TGT implementation instructions for teachers, all materials necessary for using TGT for one six-weeks period in fifth and sixth grade English classes, and directions for developing materials to use with other objectives. The materials were field tested with one class of fifth graders and one class of sixth graders for one week. Both teachers and their students completed questionnaires expressing their opinions of the TGT method and the materials.
Survey results generally showed that both teachers and most students perceived the week-long TGT unit to be a positive experience. Teachers found the materials effective and indicated that they had a clear understanding of how to use the TGT method after reviewing the implementation instructions.
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