Cooperative Learning: Integrating Theory and Practice

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9781412940481: Cooperative Learning: Integrating Theory and Practice
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"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  

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About the Author:

Robyn M. Gillies is an associate professor in the School of Education at The University of Queensland, Brisbane, Australia.  She has worked extensively in schools to help teachers establish cooperative learning pedagogical practices in their classrooms. The results of this research have been published in many leading international journals including, The Journal of Educational Psychology, The Journal of Special Education, The International Journal of Educational Research, Learning and Instruction, and the British Journal of Educational Psychology. In 2003 she co-edited; Cooperative Learning: The Social and Intellectual Outcomes of Learning in Groups (RoutledgeFalmer). Gillies is a member of the editorial board for the International Journal of Disability, Development and Education and editor of the Australian Journal of Guidance and Counselling.

 

Review:

"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 (Ted Wohlfarth PSYCCRITIQUES 2007-12-14)

"About this title" may belong to another edition of this title.

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Publisher: SAGE Publications, Inc, 2007
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Book Description SAGE Publications Inc, United States, 2007. Paperback. Condition: New. Language: English. Brand new Book. 'I found the examples and clear language, the pedagogical features, and the research base to be excellent' - Janet Whitley, Tarleton State University'I think the sample dialogues will be very helpful for teachers. Having a script will assist pre-service and in-service teachers think about the kinds of conversation they will need to engage in their students in to promote learning' - Jacqueline A. Norris, The College of New Jersey 'Cooperative Learning'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. This book will be enormously useful to teacher educators and those working with beginning teachers' - Nancy L. Markowitz, San Jose State University 'Robyn Gillies really knows her stuff. She is clearly conversant with major themes in the field and cites relevant literature and research. The chapters provide good coverage of themes' - Susan Carol Losh, Florida 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 book aims to overcome the challenges by: - detailing how teachers can establish cooperative learning in their classrooms to promote student engagement and learning - elaborating on how teachers' discourse can challenge children's thinking and scaffold their learning- outlining how to promote student discourse during small group experiences- providing explicit examples of the link between theory, research, and practice. Seller Inventory # AAC9781412940481

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