Cooperative Learning in Physical Education and Acceptance of Students with Learning Disabilities

André, Amaël; Deneuve, Pascale; Louvet, Benoît

doi:10.1080/10413200.2011.580826

Cited by 31 publications

(23 citation statements)

References 28 publications

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“…This significant difference between teachers´ attitude according to ownership has not been investigated up to now, although there is a lot of research which shows that teachers have a positive attitude toward cooperative learning because they consider there is an improvement in the students, mainly in the interaction among them and in helping students with special educational needs (SHOVAL; SHULRUF, 2011). Also, André, Deneuve, and Louvet (2011) claim that cooperative work allows students to positively appreciate classmates with limited capacities. In relation to this, the research carried out by Bayraktar (2011), Bertucci, Johnson, Johnson, and Conte (2011) and Prieto and Nistal (2009) claims that cooperative work improves interaction among them, adding that motivation obtained through cooperative work is greater than through other types of work, in tune with Johnson, Johnson, and Taylor (1993)'s findings on the promotion of group cohesion through cooperative work.…”

Section: Discussionmentioning

confidence: 99%

Attitude of physical education teachers toward cooperative learning depending on the ownership and teaching experience

Fernández-Rivas

Espada

2019

Educ. Pesqui.

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Cooperative tasks enhance learning, interaction and communication amongst students. Thus, this research aims to analyze the attitude of Physical Education teachers towards cooperative learning and possible improvements in different qualities in relation to ownership of the teaching center and teaching experience. The sample was made up of 455 Physical Education teachers (70.8% men and 29.2% women, aged from 30 to 50), and an inferential statistical analysis was carried out using different tests (ANOVA and Welch). The results of this investigation show that the attitude of the teachers who work in state schools is more positive than those working in semi-private schools as regards improvement of responsibility (p=.002) and group discussion (p=.000). Additionally, teachers who teach in state schools consider that cooperative learning improves group communications (p=.000) and group cohesion (p=.001) to a greater extent than teachers who work in semi-private and private schools. Moreover, the teachers with less teaching experience have a more positive attitude towards cooperative learning than the teachers who have more teaching experience, because the former consider that this method improves different skills in the students, such as socialization and social interaction, the acquisition of habits of coexistence, responsibility and co-responsibility, interpersonal relationships, group discussion, etc.

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Section: Discussionmentioning

confidence: 99%

Attitude of physical education teachers toward cooperative learning depending on the ownership and teaching experience

Fernández-Rivas

Espada

2019

Educ. Pesqui.

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“…All human activities are inseparable from psychological guidance and regulation (Mudhovozi, 2010), and higher education is no exception. Cognition, emotion and will are the three basic stages of human psychological activities according to modern psychology (André, Deneuve, & Louvet, 2011). This paper analyses the psychological mechanisms of higher education acceptance from these three aspects.…”

Section: Analysis For the Psychological Mechanism Of Higher Educationmentioning

confidence: 99%

Psychological Mechanism of Higher Education Acceptance and Its Influencing Factors

2020

RACP

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Higher education directly reflects the strength and potential of a country. Based on the psychology of acceptance and theories on higher education, this paper attempts to clarify the psychological mechanism of students in the acceptance of higher education and its influencing factors. First, the psychological mechanism was divided into three aspects: cognitive mechanism, emotional mechanism and will mechanism. Then, a questionnaire survey was conducted on three universities in Tianjin, China, and the survey data were analysed in details. The results show that most college students are aware of the necessity of higher education and willing to pay efforts to complete the study program; however, the college students have not fully recognized the role of higher education; the acceptance of higher education among the college students is negatively affected by factors like course content, campus culture, bad social mood, to name but a few. The research results provide a reference for improving the outcome of higher education from the psychological perspective.

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“…Although inclusive physical education is often seen as a parallel approach, in recent years many curricular initiatives with applicability in inclusive education have emerged, such as interdisciplinary curriculum (Kaittani, Kouli, Derri, & Kioumourtzoglou, 2017), use of information and communication technology (Adyrkhaev 2016), cooperative learning (Callado, Aranda, & Pastor, 2014 ), (Andre, Deneuve, & Louvet, 2011), (Klavina, Jerlinder, Kristen, Hammar, & Soulie, 2014), multicultural education (Jepkorir, You, & Russell, 2000), constructivist learning (Munafo, 2014), or teaching for student responsibility (Gordon, 2012).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Comparative Study on Approaching Inclusive Physical Education from the Perspective of Alternative Pedagogies

RUSANESCU

Sora

Stoicescu

2018

RREM

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This century is characterized by rapid changes in society. In this light, education must help children by guiding the school to new forms of learning that give the students the opportunity to respond to unforeseen situations. Various ways to promote inclusive education are being explored nowadays, as an alternative for children with special educational needs (SEN). In this context, inclusive physical education is a methodological orientation aimed at organizing the learning process with mixed teams, which include pupils with and without deficiencies. A child-centered pedagogy is being promoted in this way, intended to reduce segregation and provide educational solutions regardless of the children’s level of abilities. Alternative pedagogies are one of the resources of conceptual and methodological development of inclusive physical education. These are present perspectives of approaching education by providing the teacher with variants of organizing the teaching-learning-assessment activity in accordance with the needs of students with SEN. This paper aims to highlight the specific way in which alternative pedagogies provide educational resources for the successful implementation of inclusive physical education programs. In this respect, a comparative analysis of educational alternatives is presented according to the organizational, curricular and didactic criteria that apply to the teaching process of physical education to classes in which children with SENs are integrated. At the same time, methodological suggestions are offered on optimizing the teaching of inclusive physical education.

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Cooperative Learning in Physical Education and Acceptance of Students with Learning Disabilities

Cited by 31 publications

References 28 publications

Attitude of physical education teachers toward cooperative learning depending on the ownership and teaching experience

Attitude of physical education teachers toward cooperative learning depending on the ownership and teaching experience

Psychological Mechanism of Higher Education Acceptance and Its Influencing Factors

Comparative Study on Approaching Inclusive Physical Education from the Perspective of Alternative Pedagogies

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