Contemporary Global Perspectives on Cooperative Learning: Applications across Educational Contexts. Routledge Research in Education

Sonst. Personen	Gillies, Robyn M. (Hrsg.); Millis, Barbara (Hrsg.); Davidson, Neil (Hrsg.)
Titel	Contemporary Global Perspectives on Cooperative Learning: Applications across Educational Contexts. Routledge Research in Education
Quelle	(2023), (222 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-03-221393-4
Schlagwörter	Cooperative Learning; Metacognition; Teaching Methods; Socialization; Global Approach; Educational Benefits; Developing Nations; Developed Nations; Learner Engagement; Kindergarten; Elementary Secondary Education; Higher Education; Teacher Role; Learning Processes + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Socialisation; Sozialisation; Globales Denken; Bildungsertrag; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerrolle; Learning process; Lernprozess
Abstract	This volume captures contemporary global developments in cooperative learning (CL) across varied educational contexts, levels, and disciplines. Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students, from kindergarten to tertiary education and across different subject domains. With chapters from contributors throughout the Global North and South, this comprehensive volume offers a wide-ranging perspective and addresses a range of cooperative learning pedagogies including relational, online, and peer learning, STAD, the Jigsaw model, and dialogic talk. The chapters draw on novel empirical research and theory to highlight best practices in cooperative learning, whilst also considering the challenges, limitations, and factors which drive or inhibit learner engagement and success. Consistent attention is given to the pivotal role of the educator in implementing cooperative learning to maximum benefit to enhance students' affective, social, cognitive, and metacognitive learning. Thus, this book will appeal to scholars and researchers across a variety of subjects; and will provide an additional benefit to in-service and pre-service educators who already practice cooperative learning in their classrooms, as well as those who are interested in implementing the model. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: https://www.routledge.com/Routledge-Research-in-Education/book-series/SE0393
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01