Collaborative Learning with Technology: Some Effects on Educational Disaffection

Autor/in	Martin, Stewart
Titel	Collaborative Learning with Technology: Some Effects on Educational Disaffection
Quelle	In: International Journal on School Disaffection, 4 (2007) 2, S.14-21 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8497
Schlagwörter	Participant Observation; Classroom Environment; Teacher Attitudes; Educational Technology; Cooperative Learning; Computer Uses in Education; Educational Environment; Middle Schools; Elementary Schools; Foreign Countries; Interviews; Parent School Relationship; Reading Achievement; Low Income Groups; At Risk Students; Parent Education; Family Programs; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teilnehmende Beobachtung; Klassenklima; Unterrichtsklima; Lehrerverhalten; Unterrichtsmedien; Kooperatives Lernen; Computernutzung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Mittelschule; Mittelstufenschule; Elementary school; Grundschule; Volksschule; Ausland; Interviewing; Interviewtechnik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Leseleistung; Parents education; Elternbildung; Elternschule; Family program; Familienprogramm
Abstract	How welcome parents and carers feel at their children's school seems likely to have a significant influence on the degree to which they and their children engage with its educational programme. The ethos of the school and the nature of the classroom environment as determined by teachers are therefore significant and continuing features of its pedagogy and its taught and "hidden" curriculum. This paper draws on evidence gained from an evaluation of the work of 10 junior (middle) and primary (elementary) schools involved in the Parents And Children Together (PACT) project in County Durham, in the northeast of England, since 1998. At its centre is an analysis of test scores in reading and the gains made by children as a result of their participation in the PACT programme. Informal interviews and participant observation notes have also been drawn upon from interviews with school headteachers (principals), basic skills tutors, class teachers, parents and children. Documentary analysis is also reported from teacher lesson plans, evaluation sheets and questionnaires completed by parents and children. (Contains 6 figures.) (ERIC).
Anmerkungen	National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-656-2599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10