Cooperative learning: a diversified pedagogy for diverse classrooms

Sharan, Yael

doi:10.1080/14675981003760390

Cited by 37 publications

(29 citation statements)

References 3 publications

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“…Previous research had similar findings through group assignments, the value of cooperation, acceptance of others and good relationships could be developed (Bliss, 1989;Slavin & Cooper, 1999;Johnson, Johnson & Taylor, 2001;Toumasis, 2004;Gillies, 2006;Gonçalves, 2011;Ramani, 2012). Furthermore, through cooperation, individuals will feel inter-dependent among each other (Smith, 1996;Sahlberg, 2010;Sharan, 2010) and the acceptance toward others is instilled (Foster, 2001;Sharan, 2010). Overall, cooperation among students from different ethnic groups can be seen in a school with a diversified student population, such as a national secondary school in Malaysia.…”

Section: Discussion and Summary Reviewmentioning

confidence: 51%

Social Interactions among Multi-Ethnic Students

Hashim¹,

Bakar²,

Mamat³

et al. 2016

ASS

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Positive social interaction is a vital aspect of maintaining a harmonious condition, especially in Malaysia, a country which has a multiracial society. Therefore, this study was carried out to identify the patterns of social interactions among multiethnic students in national secondary schools in Malaysia. The respondents for this study comprise two school administrators, seven teachers and 20 students of various ethnicities. They were selected through purposive sampling. Data were collected through interview sessions either individually or in focus groups, observation and document analysis. The study's findings showed that, there are five patterns of social interaction such as cooperation, exchange, competition, conflict and non-verbal communication among multiethnic students. Although there was conflict, the underlying causes of the conflict were not due to racial issues. As well as the five patterns of social interactions stated above, stereotypes were also reported among students. Despite conflicts and stereotypes, the students actively attempted to learn about other cultures and demonstrated attitudes of acceptance towards friends from other ethnic backgrounds. This indicates that the social interaction among students is still favorable and can be further improved through appropriate response. Additionally, based on these findings, a few recommendations were made regarding this issue.

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Section: Discussion and Summary Reviewmentioning

confidence: 51%

Social Interactions among Multi-Ethnic Students

Hashim¹,

Bakar²,

Mamat³

et al. 2016

ASS

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“…Collaborative learning offers a way to this problem. By integrating collaborative learning methods and simultaneously learning about their students' varied cultural traditions, linguistic and learning styles, teachers not only improve their teaching techniques, but also build a bridge between collaborative learning and cultural diversity, helping to create a culturally sensitive collaborative learning classroom (Gay 2000;Ladson-Billings 1995;Sharan 2010).…”

Section: Group Processingmentioning

confidence: 99%

Collaborative learning in multicultural classrooms: a case study of Dutch senior secondary vocational education

Tielman

Brok

Bolhuis

et al. 2011

Journal of Vocational Education & Training

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“…Also, quality assurance relates to "broader organisational change processes than those more specifically related to teaching and learning" (Stensaker 2008: 10). Moreover, evidence of its effect on student learning remains obscure internationally (Dill & Soo, 2005;Filippakou & Tapper, 2008;Harvey & Stensaker, 2008;Harvey & Williams, 2010a, 2010bHodson & Thomas, 2003;Kristensen, 2010;Taousanidis & Antoniadou, 2010).…”

Section: The Nature Of Cooperative Learningmentioning

confidence: 99%

“…The development of expertise in teaching is facilitated by opportunities for teachers to work together and to learn from each other's day-to-day practice, particularly when there is a focus on analysing and discussing student work and a collaborative effort to improve student learning (Sharan, 2010b;.…”

Section: Instructional Innovations and Teachers' Professional Developmentioning

confidence: 99%

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Improving quality in higher education through cooperative learning pedagogies: An Ethiopian example

Tadesse¹

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In recent years, researchers in higher education have been exerting considerable efforts to minimize the existing tension between external accountability and internally driven efforts to improve the quality. Part of the challenge is that a focus on accountability undermines the influence of context, the quality of measures, and the complexity of educational outcomes. Also, such a focus overlooks the insufficiency of current understandings about the factors associated with the quality. This doctoral dissertation uses both primary and secondary sources to explore the quality of teaching and learning in the Ethiopian higher education; and question whether or not quality improvement has received acceptance at the national and institutional levels, and whether or not, it has resulted in widespread qualitative change in classroom practice.The study participants were predominantly from the College of Natural Sciences and the College of Social Sciences and Law at a large, public university. Design-based research portraying iterative cycles and incorporating a variety of research methods and approaches informed the research project. Also, a mixed methods approach that included analysis of questionnaire, qualitative interview, and focus group discussion was used. The iterative cycles started with a critical analysis of quality assurance as a policy domain.Followed by, an in-depth exploration of the quality of teaching and learning based on diverse stakeholders' perspectives. This is backed up with a quantitative study designed to examine the learning experience of the students across a range of dimensions using a survey largely adapted from the Australasian Survey of Student Engagement (AUSSE).Then, based on the patterns of the quality problems emerged and documented, the researcher conducted a series of cooperative learning (CL) pedagogic interventions, and assessed their implementation processes and the resulting outcomes.Findings indicated that quality assurance does not seem to be able to provide institutions the best from which their classroom practices and students learning experience could get nurtured. Also, there are a number of quality gaps, more pronounced to aspects of implementation, engagement, and learning. Findings in one of the intervention studies showed that an inter-correlated four pedagogical variables significantly predicted scores on learning satisfaction and gains, .27 ≤ β ≥ .61, accounting for, 69% and 52% of the variance, respectively. Moreover, results in the other two subsequent studies revealed that students in the CL classroom condition scored significantly higher than did students in the traditional lecture classroom condition (Cohen's d = .21 -.42). Also, participation in the CL significantly predicted scores on five of the six constructs differentially, .12 ≤ β ≥ .21, IMPROVING QUALITY IN HIGHER EDUCATION IN ETHIOPIAiii accounting for 1% to 5% of the variance. These results, in conjunction with, the corresponding benefits of CL reported in the qualitative data, appear to suggest th...

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Cooperative learning: a diversified pedagogy for diverse classrooms

Cited by 37 publications

References 3 publications

Social Interactions among Multi-Ethnic Students

Social Interactions among Multi-Ethnic Students

Collaborative learning in multicultural classrooms: a case study of Dutch senior secondary vocational education

Improving quality in higher education through cooperative learning pedagogies: An Ethiopian example

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