Cooperative learning : theory and research
著者
書誌事項
Cooperative learning : theory and research
Praeger, 1990
大学図書館所蔵 全13件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
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
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