Author : Susan Robinson
Publisher :
ISBN 13 :
Total Pages : 140 pages
Book Rating : 4.:/5 (823 download)
Book Synopsis A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom by : Susan Robinson
Download or read book A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom written by Susan Robinson and published by . This book was released on 2012 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative phenomenological study sought to explore the perceptions of experienced teachers regarding cooperative learning training and its implementation in the classroom. Twelve total participants, nine teachers and three administrators, volunteered for this six-week study at a private, K3 - 12 school in Broward County, Florida. The study's purpose was guided by the following questions: (1) What do experienced teachers perceive about cooperative learning training as it relates to their classroom teaching? (2) What do experienced teachers perceive regarding cooperative learning use as it relates to their classroom teaching? (3) What are the impacts of cooperative learning training and implementation on experienced teachers? (4) What challenges do experienced teachers face when implementing cooperative learning structures in their classrooms? The participants in this study took part in multiple cooperative learning training sessions and were then observed for six weeks using the strategies taught during training. Following the observation period, I interviewed the participants to document their perceptions about cooperative learning training and its use in their classrooms. Data analysis revealed that study participants perceived the training sessions and actual implementation of cooperative learning to be overall positive experiences. They also revealed that challenges existed with implementing cooperative learning. These implications are explored and further recommendations for administrators and school systems are discussed along with suggestions for further investigation.