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McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. - 4 p.m.
Phone: (843) 869-2355
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
John L. Dart Library
9 a.m. - 7 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
Dorchester Road Library
9 a.m. - 8 p.m.
Phone: (843) 552-6466
Edgar Allan Poe/Sullivan's Island Library
9 p.m. - 6 p.m.
Phone: (843) 883-3914
John's Island Library
9 a.m. - 8 p.m.
Phone: (843) 559-1945
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Hurd/St. Andrews Library
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Baxter-Patrick James Island
9 a.m. - 8 p.m.
Phone: (843) 795-6679
Bees Ferry West Ashley Library
9 p.m. - 8 p.m.
Phone: (843) 805-6892
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
Keith Summey North Charleston Library
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Phone: (843) 744-2489
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Phone: (843) 805-6909
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Teams-Games-Tournament: An Effective Task and Reward Structure in the Elementary Grades. Center for Social Organization of Schools, Report Number 189.
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- Author(s): DeVries, David L.; Mescon, Ida T.; Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.
- Publication Date:
1975- Document Type:
Reports - Research - Publication Date:
- Additional Information
- Peer Reviewed: N
- Source: 39
- Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.
- Subject Terms:
- Abstract: The research literature surrounding TGT, an instructional technique employing team competition, indicates that the technique facilitates social processes and academic achievement in the junior high school classroom. The present study extends the test of TGT by employing the technique in third grade classes, teaching basic language arts skills for a six-week period. Sixty students were randomly assigned to either a TGT or control condition. Students in the TGT condition were divided into leagues, and tournaments were organized around 22 simple instructional games, several of which were formed around each general curriculum objective. Post-treatment results indicate significant positive TGT effects on both the Hoyum-Sanders Elementary English Test and a treatment-specific test of language arts skills. TGT also appeared to increase cohesion among the students and decrease the number of social isolates in the classroom. No treatment effects were noted on several scales measuring student perceptions of the classroom. The results provide additional evidence of the usefulness of incorporating TGT into the classroom structure, even with young children. (Author)
- Publication Date: 1976
- Accession Number: ED110880
- Peer Reviewed:
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