Download or read book The Role of Cognitive Mechanisms and Social Processes in Cooperative Learning written by Merrie Lynn Blunk and published by . This book was released on 1996 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cognitive Perspectives on Peer Learning written by Angela M. O'Donnell and published by Routledge. This book was released on 2014-04-08 with total page 371 pages. Available in PDF, EPUB and Kindle. Book excerpt: The contribution of this book to the literature on peer learning is its focus on approaches to peer learning that are concerned with its underlying cognitive processes.
Download or read book Scripting Computer Supported Collaborative Learning written by Frank Fischer and published by Springer Science & Business Media. This book was released on 2007-04-08 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: Theoretically, the term "script" appears to be rather ill-defined. This book clarifies the use of the term "script" in education. It approaches the term from at least three perspectives: cognitive psychology perspective, computer science perspective, and an educational perspective. The book provides learners with scripts that support them both in communication/coordination and in higher-order learning.
Download or read book The Teacher s Role in Implementing Cooperative Learning in the Classroom written by Robyn M. Gillies and published by Springer Science & Business Media. This book was released on 2007-09-26 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.
Download or read book Cooperative Learning written by Shlomo Sharan and published by Praeger. This book was released on 1990-03-09 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Co operative Learning written by Robyn M. Gillies and published by Psychology Press. This book was released on 2003 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: The contributors to this book, many of whom are recognised world experts on cooperative learning, make insightful links between the theories that underpin the study of group dynamics and their practical application to the classroom.
Download or read book The International Handbook of Collaborative Learning written by Cindy Hmelo-Silver and published by Routledge. This book was released on 2013-03-05 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. Key features include the following: Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning including the contributions of many international authors. Cross disciplinary – The field of collaborative learning is highly interdisciplinary drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology as well as from the cross-disciplinary field of the learning sciences. Chapter Structure – To ensure consistency across the book, authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence. Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application. This book is appropriate for researchers and graduate level instructors in educational psychology, learning sciences, cognitive psychology, social psychology, computer science, educational technology, teacher education and the academic libraries serving them. It is also appropriate as a graduate level textbook in collaborative learning, computer-supported collaborative learning, cognition and instruction, educational technology, and learning sciences.
Download or read book Cooperative Learning written by Reena Agarwal and published by Gyan Publishing House. This book was released on 2010 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Talking Mathematics in School written by Magdalene Lampert and published by Cambridge University Press. This book was released on 1998-10-13 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: The teaching and learning of mathematics in K-12 classrooms is changing. New curricula and methods engage learners in working on real problems. An essential feature of this work involves teacher and students in "talking mathematics". How can students learn to do this kind of talking? What can they learn from doing it? This book addresses these questions by looking at the processes of formulating problems, interpreting contexts in which problems arise, and arguing about the reasonableness of proposed solutions. The studies in this volume seek to retain the complexity of classroom practice rather than looking at it through a particular academic lens.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Motivation and the Culture of Schooling written by Cynthia Hudley and published by Oxford University Press. This book was released on 2008-07-30 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This edited volume will argue that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, and extrinsically guided values and rewards. They address three specific conceptual questions: How do differences in academic motivation for diverse groups of students change over time? How do students' social cognitions influence their motivational processes and outcomes in school? And what has been done to enhance academic motivation? To answer this last question, the contributors describe empirically validated intervention programs for improving academic motivation in students from elementary school through college.
Download or read book Cooperative Learning and Metacognitive Instruction written by Fanny Jimenez and published by GRIN Verlag. This book was released on 2005-07-29 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seminar paper from the year 2004 in the subject Pedagogy - General, grade: A (excellent), Indiana University (Instructional Systems Technology), course: Instructional Psychology, language: English, abstract: INTRODUCTION There has been a lot of research concerning the problems of implementing new techniques and strategies into classroom instruction. The difficulties of innovation may be due to resistance to change, lack of congruence between teachers’ beliefs and practices and several other factors. This does not sound very optimistic in terms of improving learning situations for students. However, there are some ways to enhance student performance that at first sight do not seem to be very complicated but nevertheless are quite effective without depending on the former mentioned barriers too much. The purpose of this synthesis paper is to present recent findings concerning two of those strategies, cooperative learning and metacognitive instruction, and critically discussing their effectiveness and applicability as well as their limitations and implications for future research. First, a short overview is given on the problem of implementing new techniques in classroom instruction and changing teachers’ practices. This is done to provide a framework and consider the main constraints. Then, research on the two strategies is presented and discussed with regard to applicability and limitations. The main indicator of whether those strategies actually reach the student or not is student achievement as usual, even though it is certainly not the only important one and some other indicators are considered. Finally, a short summary and conclusion is given and implications for future research are considered.
Download or read book Cognitive and Behavioral Processes in Cross group Cooperative Learning written by Zeynep Beykont and published by . This book was released on 1990 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cooperative Learning written by Robyn M. Gillies and published by SAGE. This book was released on 2007-03-16 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: "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.
Download or read book The International Handbook of Collaborative Learning written by Cindy E. Hmelo-Silver and published by Routledge. This book was released on 2013-03-05 with total page 530 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. Key features include the following: Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning including the contributions of many international authors. Cross disciplinary – The field of collaborative learning is highly interdisciplinary drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology as well as from the cross-disciplinary field of the learning sciences. Chapter Structure – To ensure consistency across the book, authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence. Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application. This book is appropriate for researchers and graduate level instructors in educational psychology, learning sciences, cognitive psychology, social psychology, computer science, educational technology, teacher education and the academic libraries serving them. It is also appropriate as a graduate level textbook in collaborative learning, computer-supported collaborative learning, cognition and instruction, educational technology, and learning sciences.
Download or read book Social Learning written by William Hoppitt and published by Princeton University Press. This book was released on 2013-07-21 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many animals, including humans, acquire valuable skills and knowledge by copying others. Scientists refer to this as social learning. It is one of the most exciting and rapidly developing areas of behavioral research and sits at the interface of many academic disciplines, including biology, experimental psychology, economics, and cognitive neuroscience. Social Learning provides a comprehensive, practical guide to the research methods of this important emerging field. William Hoppitt and Kevin N. Lala define the mechanisms thought to underlie social learning and demonstrate how to distinguish them experimentally in the laboratory. They present techniques for detecting and quantifying social learning in nature, including statistical modeling of the spatial distribution of behavior traits. They also describe the latest theory and empirical findings on social learning strategies, and introduce readers to mathematical methods and models used in the study of cultural evolution. This book is an indispensable tool for researchers and an essential primer for students. Provides a comprehensive, practical guide to social learning research Combines theoretical and empirical approaches Describes techniques for the laboratory and the field Covers social learning mechanisms and strategies, statistical modeling techniques for field data, mathematical modeling of cultural evolution, and more
Download or read book The Wiley Blackwell Handbook of the Psychology of Team Working and Collaborative Processes written by Eduardo Salas and published by John Wiley & Sons. This book was released on 2020-04-06 with total page 637 pages. Available in PDF, EPUB and Kindle. Book excerpt: A state-of-the-art psychological perspective on team working and collaborative organizational processes This handbook makes a unique contribution to organizational psychology and HRM by providing comprehensive international coverage of the contemporary field of team working and collaborative organizational processes. It provides critical reviews of key topics related to teams including design, diversity, leadership, trust processes and performance measurement, drawing on the work of leading thinkers including Linda Argote, Neal Ashkanasy, Robert Kraut, Floor Rink and Daan van Knippenberg.
