Can Book-Gifting Programs Act as a Catalyst for Cooperative Learning among Children, Parents, and Teachers?

Autor/inn/en	O'Hare, Liam; Connolly, Paul; Biggart, Andy
Titel	Can Book-Gifting Programs Act as a Catalyst for Cooperative Learning among Children, Parents, and Teachers?
Quelle	(2016), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Books; Cooperative Learning; Parent Attitudes; Student Attitudes; Reading Attitudes; Reading Habits; Teacher Attitudes; Family School Relationship; Elementary School Students; Elementary School Teachers; Parents; Reading Assignments; Foreign Countries; Program Effectiveness; United Kingdom + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Kooperatives Lernen; Elternverhalten; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Reading habit; Lesegewohnheit; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Eltern; Ausland; Großbritannien
Abstract	This paper explores the potential for book-gifting programs to initiate cooperative learning between a dynamic whole group composed of children, parents and teachers. It uses the results from a series of book-gifting program evaluations (three Randomized Controlled Trials with N=1694 participants in total) and investigates whether the pattern of change in outcomes produced by these book-gifting programs fits with social interdependence theory and aligns with cooperative learning practices. Outcomes considered in the study include: shared reading practices between parents and children; changes in parent and child attitudes to reading and reading resources; and changes in parent and teacher attitudes towards home/school cooperation. The paper then explores what ways social interdependence theory and cooperative learning research evidence can enhance book-gifting programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01