Cooperative Learning Strategies in Graduate Education.

Autor/inn/en	Saunders, Nancy G.; Batson, Ted
Titel	Cooperative Learning Strategies in Graduate Education.
Quelle	(1999), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; Cognitive Processes; Cooperative Learning; Employers; Graduate Students; Graduate Study; Graduate Surveys; Higher Education; Instructional Effectiveness; Interaction; Masters Programs; Nontraditional Education; Teacher Education; Workshops + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Kooperatives Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Interaktion; Magister course; Magisterstudiengang; Non-traditional education; Alternative Erziehung; Lehrerausbildung; Lehrerbildung; Lernwerkstatt; Schulung
Abstract	The purpose of this study was to explore the effectiveness of cooperative learning strategies in promoting the affective and cognitive growth of adult learners by describing and analyzing student and employer responses to a graduate level teacher education program. The Master of Education program at Indiana Wesleyan University, Marion, Indiana was designed for teachers seeking an advanced degree with a focus on curriculum and instruction. Courses were offered to cohorts at off-campus locations around the state as daylong Saturday workshops. The primary instructional design was student-centered, using cooperative and interactive learning strategies for students in groups of two or three. Evidence was collected from 740 graduates of the program and 56 of their employers over a 2-year period. Fifty current participants were also interviewed in focus groups. Responses to the graduate and employer surveys indicated that cognitive growth did occur for graduates of the program. Students reported growth in their ability to demonstrate instructional effectiveness, manage classroom learning, and be a more reflective practitioner. Administrators reported employees' growth in their abilities to use varied resources, methods and technology, and teaching skills. Responses of both graduates and administrators support the conclusion that cooperative strategies in this program contributed to cognitive and affective growth. (Contains 28 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC