Enablers and Barriers to Successful Implementation of Cooperative Learning through Professional Development

Autor/inn/en	Alansari, Mohamed; Rubie-Davies, Christine Margaret
Titel	Enablers and Barriers to Successful Implementation of Cooperative Learning through Professional Development
Quelle	In: Education Sciences, 11 (2021), Artikel 312 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Cooperative Learning; Professional Development; Classroom Techniques; College School Cooperation; Private Schools; Single Sex Schools; Males; Elementary School Students; Middle School Students; Learner Engagement; Intellectual Disciplines; Age Differences; Curriculum Implementation; Grouping (Instructional Purposes); Student Attitudes; Group Dynamics; Teacher Role; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Klassenführung; Private school; Privatschule; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geisteswissenschaften; Age; Difference; Age difference; Altersunterschied; Grouping; Gruppenbildung; Schülerverhalten; Gruppendynamik; Lehrerrolle; Ausland; Neuseeland
Abstract	Literature shows cooperative learning has positive benefits for students' learning and social outcomes. Even though cooperative learning studies have been conducted in all areas of the curriculum, few studies have investigated whether there are similar effects for students across several curriculum areas or age groups. Moreover, less attention has been given to how professional learning and development (PLD) opportunities can contribute to changes in instructional practice. We illustrate how research on cooperative learning can be translated into practice, through a one-year University-School partnership. The current study is focused on our PLD work in one large private school based in New Zealand. Analysis of school data (quantitative student data and qualitative teacher data) indicated that, by the end of the school year, students reported experiencing more cooperative learning opportunities in their classes. Teachers believed that the PLD supported change in their practice and noted positive changes in student engagement. Analysis of student data also revealed differential outcomes by subject and age group. Overall, our study showed that PLD opportunities can contribute to the successful implementation of cooperative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01