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Author : Eva M. Sanchez
Publisher :
ISBN 13 :
Total Pages : 114 pages
Book Rating : 4.:/5 (131 download)
Download or read book Teacher Perceptions and Use of Cooperative Learning written by Eva M. Sanchez and published by . This book was released on 2004 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Rosemary Altamease Muller
Publisher :
ISBN 13 :
Total Pages : 88 pages
Book Rating : 4.:/5 (338 download)
Download or read book Middle School Teacher's Perceptions of Cooperative Learning written by Rosemary Altamease Muller and published by . This book was released on 1995 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Terri Whiting
Publisher :
ISBN 13 :
Total Pages : 204 pages
Book Rating : 4.:/5 (447 download)
Download or read book Discovering and Using Student and Teacher Perceptions of Cooperative Learning to Improve Practice written by Terri Whiting and published by . This book was released on 1999 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Ronald Ricky Hulewicz
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)
Download or read book Third Through Fifth Grade Teachers' Perceptions and Practices of Cooperative Learning written by Ronald Ricky Hulewicz and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this quantitative, causal-comparative study was to examine differences in teachers' perceptions of cooperative learning and factors influencing their implementation in the classroom. In order to assess teacher perceptions and current use of cooperative learning, the Cooperative Learning Implementation Questionnaire (CLIQ) developed by Abrami, Poulsen, and Chambers (1998) was used; it was based on the Expectancy Theory, and evaluated the teacher's expectancy of success, perceived value, and perceived cost. For this study, participants were chosen through a convenience sample. This included third, fourth, and fifth grade teachers in public schools located throughout rural and suburban school districts in Florida and Georgia. The 80 participants included, n= 34 third grade teachers, n= 23 fourth grade teachers, n= 23 fifth grade teachers. A Kruskal-Wallis (H test) was used in this study to determine if a statistically significant difference existed in CLIQ mean scores for: expectancy of success, perceived cost, perceived value, and current teaching practices between the three different groups of teachers. In this study, the results revealed no statistical significant difference, as third, fourth, and fifth grade teachers have similar perceptions of cooperative learning. Additionally, the participants had similar scores for Current Teaching Practices, H(2) = 0.31, p = 0.86, and Teacher Perceptions, H(2) = 0.27, p = 0.87. The study did reveal teachers with prior training in cooperative learning were most likely to implement it.
Author : Heidi Quarracino
Publisher :
ISBN 13 :
Total Pages : 121 pages
Book Rating : 4.:/5 (131 download)
Download or read book High School Teachers' Perceptions of the Implementation and Effectiveness of Cooperative Learning written by Heidi Quarracino and published by . This book was released on 2018 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the perceptions of high school teachers regarding implementation and effectiveness of cooperative learning. Forty-one high school teachers in 12 public school districts in Pennsylvania volunteered to participate in this study. The data were collected using an on-line survey based on the Cooperative Learning Implementation Questionnaire (CLIQ) by Abrami, Poulsen, and Chambers (2004) and phone interviews. The results indicate the participants had varied definitions of cooperative learning and generally agreed cooperative learning is a valuable instructional strategy. Teachers also reported high levels of self and student efficacy in general and in their ability to implement and participate in cooperative learning. Cultivation of 21st century skills was not cited as a major reason for using cooperative learning in the classroom. Participants reported various levels of use of cooperative learning in their classrooms and identified several obstacles to its use such as pressure to cover curriculum and improve test scores, difficulty assessing individual students, off-task behavior, and task completion. The participants also cited several supports necessary to the successful implementation of cooperative learning in high school, such as ongoing professional development which includes teacher modeling and observation, more time to cover curriculum, and a school culture which supports cooperative learning. These results were generally supported by research and may be helpful to educators who hope to assist their schools and districts in the implementation of cooperative learning to develop 21st century skills.
Author : Roseann Santangelo Humphrey
Publisher :
ISBN 13 :
Total Pages : 500 pages
Book Rating : 4.:/5 (861 download)
Download or read book Teachers' Perceptions of the Relationship Between a Collaborative Staff Development Model and the Use of Cooperative Learning in the Classroom written by Roseann Santangelo Humphrey and published by . This book was released on 2000 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Spencer Kagan
Publisher :
ISBN 13 : 9781933445281
Total Pages : 0 pages
Book Rating : 4.4/5 (452 download)
Download or read book Kagan Cooperative Learning Structures written by Spencer Kagan and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Big Picture in a MiniBook! Kagan Cooperative Learning Structures have revolutionized the way tens of thousands of teachers teach. Students achieve remarkable academic gains and acquire a range of social skills. Discipline problems disappear. And teaching and learning are fun! To good to be true? No. The data is in! This MiniBook reveals the secret to success. With no change in your curriculum, and with no specials materials, you will transform your class and your career. It is easy! Read this MiniBook and join the instructional revolution.
Author : Robyn M. Gillies
Publisher : SAGE
ISBN 13 : 1452236291
Total Pages : 289 pages
Book Rating : 4.4/5 (522 download)
Download or read book Cooperative Learning written by Robyn M. Gillies and published by SAGE. This book was released on 2007-03-16 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together." —Ted Wohlfarth, PSYCCRITIQUES "This text′s greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful." —Nancy L. Markowitz, San Jose State University Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem—solving, and learning during cooperative learning. Key Features Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing. Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning. Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities. Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy. Intended Audience This is an excellent supplementary text for several undergraduate and graduate level K—12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K—12 teaching methods courses.
Author : Kathy Braunmiller
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (141 download)
Download or read book Teachers' Perceptions of Cooperative Learning written by Kathy Braunmiller and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Ann-Marie L. Foshag-Hagen
Publisher :
ISBN 13 :
Total Pages : 120 pages
Book Rating : 4.:/5 (686 download)
Download or read book Teachers' Perceptions of Cooperative Learning written by Ann-Marie L. Foshag-Hagen and published by . This book was released on 1996 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : David N. Perkins
Publisher : Dale Seymour Publications
ISBN 13 :
Total Pages : 156 pages
Book Rating : 4.X/5 (2 download)
Download or read book Thinking Connections written by David N. Perkins and published by Dale Seymour Publications. This book was released on 1994 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Chang Liu
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (915 download)
Download or read book The Use of Cooperative Learning in China's Elementary Classrooms written by Chang Liu and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Education in China is criticized for its examination-oriented education and "silent classrooms". The tradition of didactic instruction may put Chinese children's development at a disadvantage. Realizing existing problems for basic education, the government proposed New Curriculum Reform (2001) where student-centered active learning, inquiry-based learning, and cooperative learning in classrooms were called for. Cooperative learning has the potential to change China's elementary classrooms. Although cooperative learning has been implemented by teachers in the U.S since late 1970's and recognized for its academic, motivational and social-emotional outcomes for students (e.g. Johnson, et al, 1985; Stevens, et. al, 1987; Slavin, 1978; Sharan, 1990), it has not been well understood or implemented in China's elementary schools. The present study aims to investigate teachers' perceptions and reported use of cooperative learning in elementary-level classrooms.1029 teachers from 38 public elementary schools in five cities responded to the survey. The majority of teachers reported using cooperative learning in their classrooms, although few indicated following the principles of well-structured cooperative learning. Teachers in more developed districts reported higher rates of using cooperative learning compared to those in less developed districts. Teachers in more developed districts also reported a higher value for students' academic talk and less perceived-cost of using cooperative learning. The school district, teachers' self-efficacy, perceived-cost, and training on cooperative learning significantly predicted frequent versus infrequent cooperative learning use. School district, years of teaching experience, perceived-value, perceived-cost, and cooperative learning knowledge significantly predicted teachers' reported use of the principles of cooperative learning. The implications for teacher training and educational resources distribution are discussed.
Author : Susan Prescott
Publisher :
ISBN 13 :
Total Pages : 5 pages
Book Rating : 4.:/5 (851 download)
Download or read book Teachers perceptions of factors that affect successful implementation of cooperative learning written by Susan Prescott and published by . This book was released on 1989 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Marcia Fay Hunter
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (959 download)
Download or read book Perceptions and Use of Cooperative Learning by Community College Faculty Members written by Marcia Fay Hunter and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher of this study examined the perceptions and use of cooperative learning by community college faculty members. The researcher used the survey method as part of a quantitative, descriptive research. The participants for the study were 148 faculty members who taught at least one face-to-face class during the spring semester of 2011 at a southern urban community college. Cooperative learning brings students together to work in small groups to enhance their own learning and that of their peers. Research identifies it as a pedagogical and andragogical approach that increases the academic and social gains of students. There is limited evidence of community college faculty use of cooperative learning in educational environments, which might increase the success of students at this level. However, the diverse student population of the community college suggests that cooperative learning may be an effective teaching strategy for use at this level of higher education. The findings revealed that only 17% of the faculty reported to use cooperative learning at least "largely" or on a regular basis in their current classes. However, the faculty reported quality in their use of cooperative learning was considerably higher, with as much as 50% at least "largely" structuring their classes to enable students to work actively together and 67% reporting that their students at least "largely" actively participated in their learning groups, thus ensuring the key cooperative learning principle of positive interdependence. Sixty-seven percent of the faculty members also reported that students in their cooperative learning groups at least "largely" demonstrated the cooperative learning principle of individual accountability by completing their share of work. Faculty perceptions for this study were grouped based on cost of implementation, value of cooperative learning, and expectancy of success with the use of cooperative learning. The faculty reported high levels of perception in all perception categories. The results of the study indicated that the community college faculty members do not perceive cooperative learning as a costly instructional strategy and that they perceive cooperative learning as a valued teaching strategy. They also have high expectancy of success for its use with college students. .
Author : Susan Robinson
Publisher :
ISBN 13 :
Total Pages : 140 pages
Book Rating : 4.:/5 (823 download)
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.
Author : Susan D. Oldham
Publisher :
ISBN 13 :
Total Pages : 36 pages
Book Rating : 4.:/5 (748 download)
Download or read book What are Teachers' Perceptions of the Social and Emotional Effects of Cooperative Learning on Students in Elementary Inclusive Classrooms in Public School Settings? written by Susan D. Oldham and published by . This book was released on 2011 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Robyn M. Gillies
Publisher : Springer Science & Business Media
ISBN 13 : 0387708928
Total Pages : 277 pages
Book Rating : 4.3/5 (877 download)
Download or read book The Teacher's Role in Implementing Cooperative Learning in the Classroom written by Robyn M. Gillies and published by Springer Science & Business Media. This book was released on 2007-09-26 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
