Cooperative learning and middle schools: What would it take to really do it right?

Sapon-Shevin, Mara

doi:10.1080/00405849409543637

Cited by 22 publications

(12 citation statements)

References 5 publications

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“…One of the most appealing attributes of cooperative learning is its dual fo- cus on social and academic outcomes (Antil et al, 1998;Cohen, 1994a;Putnam, 1998). Sapon-Shevin (1994) proposed that social skills need to be taught explicitly. Teachers must plan specific social skills, such as listening, working together, and providing appropriate feedback to each other, to enhance students' interpersonal skills.…”

mentioning

confidence: 99%

The Implementation of Cooperative Learning in an Elementary Physical Education Program

Dyson¹

2002

Journal of Teaching in Physical Education

162

121

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The purpose of this study was to explore (a) a teacher’s perspective of the implementation of cooperative learning in an elementary physical education program, and (b) the students’ responses to the implementation into their own physical education classes. Data collection included interviews with a physical education teacher and students in two mixed third- and fourth-grade classes and two fourth-grade classes, nonparticipant observation, fieldnotes, a teacher journal, and documents. Inductive analysis and constant comparison methods were used to analyze and organize the data throughout the research process. The findings revealed that the teacher and students held similar perceptions of cooperative learning. This was evident from the categories that emerged from the data: goals of the lessons, student roles, accountability, communication skills, working together, and practice time. This study demonstrated that the cooperative learning instructional format holds much promise for physical education, but that its implementation will likely not be smooth or trouble free.

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mentioning

confidence: 99%

The Implementation of Cooperative Learning in an Elementary Physical Education Program

Dyson¹

2002

Journal of Teaching in Physical Education

162

121

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“…Some researchers regard cooperative learning, collaborative learning, peer learning and group learning as distinct and different terms, whereas others use them interchangeably to define a process in which students at all levels of ability work together in small groups to achieve an educational task (Boehm & Gallavan, 2000;Boud, Cohen, & Sampson, 1999). Some take a broad view, regarding it as a form of critical pedagogy that helps move schools and societies closer to the ideal of social justice (Sapon-Shevin, 1994;Sapon-Shevin & Schniedewand, 1992).…”

Section: Socio-scientific Discussion and Cooperative Learningmentioning

confidence: 99%

The Benefits of Cooperative Learning to Socio-scientific Discussion in Secondary School Science

Day

Bryce

2013

International Journal of Science Education

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The aim of this research was to determine the benefits of cooperative learning to opening up socioscientific discussion in secondary science. Seventy-four classes of 20 13-14-year-old pupils in one secondary school were observed engaging in discussion concerning climate change over three rounds of action research involving 12 teachers associated with the implementation of a Topical Science strand of a new national science curriculum. Pupil views on the cooperative learning approach used to facilitate the lessons and the associated discussion were determined using a pupil questionnaire (n ¼ 171). By the end of the action research, the overall average typical exchange in the observed lessons was between pupil-to-pupil (mean + SD, 41% + 5%) and pupil-to-teacher (32% + 4%) with teacher-to-pupil interactions accounting for only 27% + 5% of exchanges. However, the pace of the typical exchanges was predominantly fast with most of the questions being a mixture of low order on task questions from teacher-to-pupil; technical exchanges, inquiring what to do from pupil-to-teacher; and quiz questions from teacher-to-pupil or from pupil-to-pupil. Questionnaire data indicated that overall 50.3% of pupils enjoyed the discussion (on global warming) and 59.7% did not find it boring. Nevertheless, only 45% felt that they were given the chance to express their own opinions during these discussions. Prior to these lessons, 59.6% were not interested in the issue of climate change and global warming. Cooperative learning facilitated a shift in the pattern of typical exchanges away from a teacherdominated discourse towards a more pupil-centred, open discourse.

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“…Os resultados mais positivos quer dos Benefícios sociais, quer dos Benefícios académicos e psicológicos dos alunos mais novos são semelhantes aos obtidos com alunos do 3º ciclo (Kayler, 1998;Sapon-Shevin, 1994), já que a aprendizagem cooperativa atende às principais necessidades dos alunos desta idade. A aprendizagem cooperativa oferece oportunidades de socialização e de sentimento de pertença a um grupo, de partilha de sentimentos, de suporte emocional e de descentração de perspetivas (Gatewood & Green, 1993, citados por SaponShevin, 1994.…”

Section: Discussionunclassified

Escala de benefícios da aprendizagem cooperativa: construção e estudos de validação || Cooperative learning benefits scale: construction and validation studies

Lopes

Silva

Rocha

2014

R Est Inv Psico y Educ

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Resumo O objetivo deste estudo foi a construção e validação de uma escala de benefícios da Aprendizagem Cooperativa (EBAC), tendo em conta a exiguidade de instrumentos que avaliam estas facetas do método. O estudo recorreu a uma amostra de conveniência composta por 162 alunos, de ambos os sexos, entre os 11 e os 18 anos. O instrumento final apresenta 23 itens, numa estrutura fatorial bidimensional: benefícios académicos e psicológicos e benefícios sociais. Os resultados indicam que a EBAC detém boas qualidades psicométricas (validade de constructo e discriminante, e ainda fidedignidade). Os resultados são discutidos à luz do modelo da aprendizagem cooperativa.Palavras clave: construção de escalas, validação, escala de benefícios, aprendizagem cooperativa. AbstractThe aim of this study was to develop and validate a scale of benefits of the Cooperative Learning (SBCL) given the exiguity of instruments that evaluate these outputs of the method. The study resorted to a convenience sample comprised of 162 students, males and females, aged between 11 and 18 years. The final instrument has 23 items in a two-dimensional factor structure: psychological and academic benefits and social benefits. The results indicate that the SBCL present good psychometric properties (construct and discriminant validity and reliability). The results are discussed in light of the model of cooperative learning.

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Cooperative learning and middle schools: What would it take to really do it right?

Cited by 22 publications

References 5 publications

The Implementation of Cooperative Learning in an Elementary Physical Education Program

The Implementation of Cooperative Learning in an Elementary Physical Education Program

The Benefits of Cooperative Learning to Socio-scientific Discussion in Secondary School Science

Escala de benefícios da aprendizagem cooperativa: construção e estudos de validação || Cooperative learning benefits scale: construction and validation studies

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