The Practice of Teaching: Cooperative Learning.

Autor/inn/en	Castle, Shari; Arends, Richard I.
Titel	The Practice of Teaching: Cooperative Learning.
Quelle	(1992), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Collegiality; Computer Uses in Education; Cooperative Learning; Educational Change; Educational Research; Electronic Mail; Elementary Secondary Education; High Schools; Information Networks; Junior High Schools; Teacher Attitudes; Teaching Methods; Track System (Education) + Suchen Sie Ihr Suchwort? Kollegialität; Computernutzung; Kooperatives Lernen; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Elektronischer Briefkasten; High school; Oberschule; Informationsnetz; Sekundarstufe I; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsgruppe; Leistungsdifferenzierung
Abstract	Analysis of conversations among teachers and researchers who are participants in a national computer network, the School Renewal Network, provides insights into cooperative learning and its implementation, as well as the role that collegial electronic networks can play in school reform. This paper presents data collected from a small group discussion among participants representing four of the seven elementary, junior high, and high schools in the network. The paper describes what has occurred in the schools represented, reports changes in thinking and practice, and discusses the Network's contribution and impact. In addition, across-the-board issues identified by schools that participated in a cooperative learning session on the network are outlined. Analysis of the data collected indicates that: (1) use of cooperative learning in participating schools increased between 1988 and 1992; (2) instruction during this period has moved toward a more active, student-centered activity; and (3) teachers' knowledge and expertise about cooperative learning have increased. Issues important to network teachers have been: developmentally appropriate implementation, formation of cooperative learning groups, unequal influence of group members, rewards and assessment, curriculum coverage, and need to detract schools. It is also evident that the School Renewal Network provides a paradigm for dissemination that is very different from traditional knowledge utilization and dissemination models. (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC