The collaborative prescription: remedy or reverie?

Leonard, Pauline; Leonard, Lawrence

doi:10.1080/13603120110078016

Cited by 59 publications

(51 citation statements)

References 15 publications

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“…Sometimes professional (learning) communities seemed to be perceived as a school-level construct, capturing the whole school as a P(L)C (or even teachers from different schools or school sites) instead of a subset of teachers (e.g., Birenbaum, Kimron, & Shilton, 2011;Leonard, 2002;Leonard & Leonard, 2001b). The school as a community entails teachers collaborating; they are bonded together to a set of shared ideas and ideals, rather than individualism and isolation (Leonard, 2002;Leonard & Leonard, 2001b).…”

Section: Professional (Learning) Community (P(l)c)mentioning

confidence: 98%

Teacher collaboration: A systematic review

Vangrieken

Dochy

Raes

et al. 2015

Educational Research Review

634

464

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A B S T R A C T This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.

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Section: Professional (Learning) Community (P(l)c)mentioning

confidence: 98%

Teacher collaboration: A systematic review

Vangrieken

Dochy

Raes

et al. 2015

Educational Research Review

634

464

View full text Add to dashboard Cite

show abstract

“…However, in formal teaching is the use of social media based applications relatively low. (Richmond et al, 2011) Interaction between teachers, students and student groups is important in the learning process (Leonard & Leonard, 2001;Algozzine & Anderson, 2007;Vass & Littleton, 2010). With information systems and technologies this interaction can be empowered.…”

Section: Discussionmentioning

confidence: 99%

“…However, there is also an interactive dimension to learning (Vass & Littleton, 2010). Learning has collaborative elements, being part of a community and learning as a member of a group has an important role in the learning process (Leonard & Leonard, 2001). The term collaborative learning refers to a method in which learners at various performance levels work together in small groups toward a common goal (Laal & Laal, 2012).…”

Section: Towards Group Based Learningmentioning

confidence: 99%

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The Need for Digital Learning Environments

Sirkemaa¹,

Varpelaide²

2018

IJLTER

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Abstract. Traditional lecturing and classroom-based education is challenged by learning environments which are relying on information technology. Today there are plenty of new tools and applications that can empower the learning process. This study looks at the digital learning environment of a university, the use of technologies and applications in learning. where students are working in groups. The results of a questionnaire indicate that university"s learning platform and social media applications are both used in learning. While the learning platform is used for material storage and general information delivery, social media applications are used in interaction between students, in ways defined by students. For further research, including students from other universities and teaching staff would give a wider perspective on directions where the learning platform should be developed.

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“…More specifically, interactions among students allow knowledge acquisition as well as knowledge management and application to take place (P. E. Leonard & L. J. Leonard, 2001). For example, concepts, processes and vocabulary can be made clear when learners converse with each other as they work to justify, explain, generate or contrast their knowledge (Hossain & Tarmizi, 2013).…”

Section: Benefits Of Students' Collaborationmentioning

confidence: 99%

Using Graded-Conversations to Enhance Language Learning and Student Collaboration

Maganda¹

2017

JLAS

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Language teaching entails the use of varied methods to maximize learning. Most language educators, particularly those teaching foreign languages tend to use lesson review sheets, dialogue practice, drills on grammar, audio tapes or text recordings. Educators also make use of media to enhance learning while a few language instructors use graded-conversations. Thus, this paper explores ways in which graded-conversations impact language learning. This paper shows how using graded-conversations in a Swahili language classroom enhanced language learning and encouraged students to collaborate in and outside the classroom. More specifically, the findings indicate that while graded-conversations motivated students to communicate with each other beyond classroom and use social media to help each other study, assignments shape the type and quality of students' collaboration. Implications for teaching are presented.

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The collaborative prescription: remedy or reverie?

Cited by 59 publications

References 15 publications

Teacher collaboration: A systematic review

Teacher collaboration: A systematic review

The Need for Digital Learning Environments

Using Graded-Conversations to Enhance Language Learning and Student Collaboration

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