Cooperative learning : theory and research

著者

書誌事項

Cooperative learning : theory and research

edited by Shlomo Sharan

Praeger, 1990

大学図書館所蔵 件 / 全13件

この図書・雑誌をさがす

注記

Includes bibliographical references (p. [301]-303) and index

内容説明・目次

内容説明

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.

目次

Preface Cooperative Learning and Achievement: Methods for Assessing Causal Mechanisms by George P. Knight and Elaine Morton Bohlmeyer Cooperative Learning and Achievement by David W. Johnson and Roger T. Johnson A Situational Identity Perspective on Cultural Diversity and Teamwork in the Classroom Norman Miller and Hugh Jordan Harrington Teachers' Verbal Behavior in Cooperative and Whole-Class Instruction by Rachel Hertz-Lazarowitz and Hana Shachar Creating Classroom Communities of Literature Thinkers by Gordon Wells, Gen Ling M. Chang, and Ann Maher Cooperative Learning and Students' Academic Achievement, Process Skills, Learning Environment, and Self-Esteem in Tenth-Grade Biology Classrooms Reuven Lazarowitz and Gabby Karsenty Team Learning, Motivation to Learn, and Academic Achievement by Shlomo Sharan and Ada Shaulov Treating Status Problems in the Cooperative Classroom by Elizabeth G. Cohen, Rachel Lotan, and Lisa Catanzarite Cooperative Learning as Part of a Comprehensive Classroom Program Designed to Promote Prosocial Development by Daniel Solomon, Marilyn Watson, Erc Schaps, Victor Battistich, and Judith Solomon Comprehensive Cooperative Learning Models: Embedding Cooperative Learning in the Curriculum and the School by Robert E. Slavin Cooperative Learning: A Perspective on Research and Practice by Shlomo Sharan Selected Bibliography Index

「Nielsen BookData」 より

詳細情報

ページトップへ