The Effects Of Cooperative Learning On Behavior In A Tenth Grade Social Studies Inclusion Classroom
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Cooperative Learning
Author | : Adrian Ashman |
Publisher | : Routledge |
Total Pages | : 255 |
Release | : 2003-12-16 |
Genre | : Education |
ISBN | : 1134412193 |
This book recognizes the importance of cooperative learning, in contrast to the traditional classroom, as an effective approach to learning. Its coverage of the subject ranges across the educational spectrum, from pre-school years to university, and offers a fresh perspective on a topic that has gained increasing interest worldwide. With contributions from an international panel of leading experts in the field, this engaging text succeeds in providing key insights, linking the theories that underpin the study of group dynamics to their practical application in the classroom. It presents a comprehensive overview of this alternative educative approach, illustrating how cooperative learning experiences can promote socialisation and friendships, and facilitate learning. The editors assemble a range of well-researched essays, covering such aspects as: * The importance of teacher and student interaction * Small group, virtual and non-virtual teaching environments * Assessment practices for measuring the outcomes of individual and group progress * The effect of cooperative learning on relationships amongst students with diverse cultural, social and learning needs. Illustrated with practical examples throughout, this book will be a crucial read for teacher educators, educational psychologists, student teachers, academics and researchers who want to realize the significant potential of cooperative learning in all educational settings.
The Effects of Using Cooperative Learning to Teach Social Studies in a Second Grade Classroom
Author | : Sallie D. Porter |
Publisher | : |
Total Pages | : 330 |
Release | : 1995 |
Genre | : Group work in education |
ISBN | : |
Language and Learning in the Cooperative Classroom
Author | : Shlomo Sharan |
Publisher | : Springer Science & Business Media |
Total Pages | : 145 |
Release | : 2012-12-06 |
Genre | : Psychology |
ISBN | : 1461238609 |
Language and Learning in the Cooperative Classroom reports the results of an experiment on the effects of cooperative learning. The authors address the following questions in detail: Is the effect of cooperative learning on achievement more salient for pupils from the majority or minority ethnic groups? Do pupils who study with the Group-Investigation method display more extensive verbal interaction with their peers than pupils who study with the Whole-Class method? Is the pupil's verbal interaction in groups related to his/her academic achievement? The findings are discussed in terms of their relevance for classroom instruction, for different theories of language behavior and language research, and for issues regarding ethnic relations in multi-ethnic classrooms.
Learning to Cooperate, Cooperating to Learn
Author | : R. Hertz-Lazarowitz |
Publisher | : Springer Science & Business Media |
Total Pages | : 477 |
Release | : 2013-11-11 |
Genre | : Psychology |
ISBN | : 1489936505 |
This book was written and edited as a project of the International Asso ciation for the Study of Cooperation in Education (lASCE). It grew di rectly out of the second conference of the lASCE, held at Brigham Young University, Provo, Utah, in [uly 1982. The chapters in the book were originally presented in some form at the Provo conference, though most have been considerably revised since that time. This is the second book sponsored by the lASCE; the first, Cooperation in Education (Provo, Utah:Brigham Young University Press, 1980), edited by Shlomo Sharan, Paul Hare, Clark Webb, and Rachel Hertz-Lazarowitz, was based on the proceedings of the first conference of the IASCE in Tel Aviv, Israel, in 1979. The IASCE is a group of educators interested in studying, devel oping, or applying cooperative methods at various levels of the process of education. It includes researchers, teacher educators, teachers, and school administrators from more than a dozen countries.
The Effects of Cooperative Learning in a Third Grade Social Studies Class
Author | : Carol S. Berry |
Publisher | : |
Total Pages | : 268 |
Release | : 1989 |
Genre | : Peer teaching |
ISBN | : |
Cooperative Learning
Author | : Robert E. Slavin |
Publisher | : Pearson |
Total Pages | : 216 |
Release | : 1995 |
Genre | : Education |
ISBN | : |
Theory, research and practice.
Cooperative Learning in Context
Author | : Evelyn Jacob |
Publisher | : State University of New York Press |
Total Pages | : 256 |
Release | : 1999-07-01 |
Genre | : Education |
ISBN | : 1438407696 |
Cooperative Learning in Context examines the real-world implications of cooperative learning techniques used in a culturally diverse, suburban elementary school fourth grade mathematics class and sixth grade social studies class. Evelyn Jacob takes an anthropologist's eye to document not just the successes, but also the failures and missed opportunities exhibited by the participating teachers and students. Six interwoven contextual aspects that affect teaching and learning are explored: task structure, psychological and technical tools, interpersonal interactions and social relationships, individual and social meanings, local cultures and institutions, and larger cultures and institutions. In exploring the implications of the study, Jacob discusses how an understanding of contextual features can enable educators to improve the processes and outcomes of cooperative learning and other powerful educational innovations.
The Teacher's Role in Implementing Cooperative Learning in the Classroom
Author | : Robyn M. Gillies |
Publisher | : Springer Science & Business Media |
Total Pages | : 277 |
Release | : 2007-09-26 |
Genre | : Education |
ISBN | : 0387708928 |
Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.