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Cooperative learning

theory and research

This collection of theoretical and empirical research addresses the most recent advances in cooperative learning and its applications, implications, and effects on teachers and students at both the elementary and secondary levels. The central concern of the contributors is how a set of particular instruction methods affects people in classrooms and what this form of instruction contributes or fails to contribute to them. In their attempt to illuminate some of the major effects of cooperative learning methods, the contributors discuss a number of theoretical and practical issues not covered elsewhere, including the effects of cooperative learning on teachers, on high school science studies, on student motivation, and on the acquisition of group process and learning skills. Educational psychologists and researchers as well as teachers in training will find Cooperative Learning an illuminating source of information about a model of teaching that, the contributors argue, produces a wide range of positive effects on both the teacher and student populations. Taken together, these chapters demonstrate a wider applicability and more socially and psychologically important impacts of cooperative learning than have been documented before. Among the topics addressed are cooperative learning and achievement, treating status problems in the cooperative classroom, cooperative learning models, teachers' verbal behavior in cooperative and whole-class instruction, and the effects of cooperative learning on ethnic relations. The contributors are united in their belief that cooperative learning promises to provide a viable alternative to the predominantly verbal-presentation type of teaching that is still the norm in most Western classrooms. The research reported here will help establish a central role for cooperative learning methods in the training and practice of classroom instruction as we enter the 1990s.

This collection of theoretical and empirical research addresses the most recent advances in cooperative learning and its applications, implications, and effects on teachers and students at both the elementary and secondary levels.

Cooperative Learning

Integrating Theory and Practice

"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. Talk to the author! r.gillies@uq.edu.au

INTRODUCTION AND LEARNING OBJECTIVES Assessment plays a key role in
educational accountability. Being able to assess the outcomes of students'
learning is very important, and probably more so for such pedagogical practices
as cooperative learning where responsibility for learning is devolved to the group
and where teachers act as facilitators of learning rather than instructors of
knowledge. With this approach to learning, teachers need to be able to assess
how students ...

International Business

Theory and Practice

The new and updated edition of this widely used text is equally useful for undergraduate and graduate students of international business. Its student-friendly format, detailed coverage of classic and timely topics, and extensive use of case studies make it widely adaptable for different level courses, as well as for educators who prefer either a case study or lecture approach. This edition features new coverage of the Asian financial crisis and the European Union. Its treatment of such topics as foreign exchange, international trade policy, and economic development introduces students to techniques for analysing national economies that are not covered in many competing texts. Ethical and environmental issues are also covered in detail, and all case studies, tables, and figures have been thoroughly revised and updated. Each chapter includes a short case study, while longer, more complex case studies conclude the text. Each chapter also features learning objectives, discussion questions, and references. An online instructor's guide that includes PowerPoints with end-of-chapter answers and maps is available to instructors who adopt the text.

Professor Ajami previously held the position of professor of international
business (with tenure) and director of the International Business Program at the
Fisher College of Business at Ohio State University. Prior to joining Raj Soin
College of ...

International Business

Theory and Practice

This text synthesizes the theory and practice of international business by analyzing the environments related to contemporary operations, economics, business functions and the future. The underlying rationale of the book is that curricula in

M. Reza Vaghefi (Ph.D., Michigan State University) is Professor of Business
Administration and Director of the International Business Program at University of
North Florida's College of Business Administration. His wealth of experience ...

Handbook on the Assessment of Learning Disabilities

Theory, Research, and Practice

entirely sure what these abilities are until there is a comprehensive theory of
humanability that providesa firmer basis for defining intelligence. ... These
Matthew effects highlight a further problematic aspect of discrepancy-based
classification. ... from children whose poor reading is accompanied by equally
subpar IQs (or listening comprehension) when we know ... to move toward
measuring discrepancies from listening comprehension and to move away from
implicating conceptions of ...

Academic Competence

Theory and Classroom Practice : Preparing Esl Students for Content Courses

Discussion-based Online Teaching to Enhance Student Learning

Theory, Practice, and Assessment

As online courses proliferate, teachers increasingly realize that they have to connect with their students as they would in face-to-face classes. They have to provide true opportunities for inspirational and meaningful learning, rather than a sterile experience of clicking within a labyrinth of links. With the specific purpose of switching emphasis from the technical issues of online teaching to the human implications of teaching and learning through the Internet, Tisha Bender draws on her extensive research, her training of online faculty, and her own online teaching experience, to create a fresh vision of online pedagogy. Discussion-Based Online Teaching to Enhance Student Learning consists of three parts: Theory Practice Assessment The author shows how she applies learning theories to online discussion-based courses. She presents a wealth of suggestions and techniques, illustrated by real examples, for stimulating and managing online discussion effectively, and for improving teaching practices. The book concludes with methods for assessing the efficacy of online courses. This accessible and comprehensive book offers an engaging and practical approach to online teaching that is rooted in the author's experience and enthusiasm for creating a virtual environment that engages students and fosters their deep learning. This is a book for all educators and administrators in higher education, in any discipline, engaged in, or contemplating offering, online classes that involve discussion or collaborative learning. It is relevant both to faculty teaching a hybrid and face-to-face classes, and courses conducted entirely online.

A second deterrent involves technical difficulties, without timely and helpful
technical support. Students benefit if, at the start of the online class, they take an
orientation to learn how to navigate around the class, submit assignments,
download ...

Ion-pair chromatography

theory and biological and pharmaceutical applications

A variety of studies have demonstrated [ 1- 4] that reversed-phase HPLC
techniques, whether used alone or in conjunction with alternative open column
techniques, greatly simplify the isolation and analysis of peptides and related
larger ...

Teaching Social Skills to Students with Visual Impairments

From Theory to Practice

How do children become social beings? When a child is unable to observe visually and imitate how other people react and interact, this complex developmental process can become fragmented and incomplete. As a result, providing specific information, direct instruction, and opportunities for social interaction to children who are blind or visually impaired is critical to their growth and education. Edited by two groundbreaking educators and researchers, with contributions from other outstanding educators and researchers in this area, Teaching Social Skills to Students with Visual Impairments explores what theory can tell us about how children who are visually impaired become socially skilled individuals. It then presents a compendium of techniques and strategies for helping youngsters, from preschoolers through young adults, including those with additional disabilities, develop and refine social skills.

Typically, students at this level require external motivation, such as grades,
encouragement, and structured instruction from ... They can usually hear or see,
read, write, and learn through observation; however, demonstration — doing an
activity with ... through content teaching, in which the teacher presents
information either through lecture or reading assignments, ... are time limited, as
opposed to students or clients whose needs are extensive and likely to last
throughout their lives.

Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts

Theory and Practice

This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible “meta-language” (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field. In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators. Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL are often situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry.

It is a practice commonly found in the classrooms of many different subject areas.
... a corpus of certified true answers ('model answers') (Heap 1985) to a list of
questions on a worksheet and the students are expected to be ... Freebody
makes a similar analysis of the excerpt in this science class as he observes, 'The
knowing here is coproduced in and by ... or assessment goes beyond asking for
just bits and pieces of (oral) information but rather asks for a written paragraph or
essay.