A Case Study of Cooperative Learning in Bushenyi District in Uganda: Educational Leaders' and Teachers' Perceptions

Autor/in	Mujuni, John Bosco
Titel	A Case Study of Cooperative Learning in Bushenyi District in Uganda: Educational Leaders' and Teachers' Perceptions
Quelle	(2015), (275 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Loyola University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-0537-4
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Cooperative Learning; Student Centered Learning; Teaching Methods; Case Studies; Attitude Measures; Educational Quality; Educational Improvement; Social Development; Interviews; Administrators; Teachers; Observation; Documentation; Content Analysis; Grouping (Instructional Purposes); Uganda + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Kooperatives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Soziale Entwicklung; Interviewing; Interviewtechnik; Lehrer; Lehrerin; Lehrende; Beobachtung; Dokumentation; Inhaltsanalyse; Grouping; Gruppenbildung
Abstract	In 2003-2007, the government of Uganda through the Ministry of Education and Sports (MoES), under the umbrella of UPHOLD and in Partnership with USAID, introduced cooperative learning as a "student-centered teaching approach" in some selected districts and schools in Uganda. This dissertation explored the current state and practice of cooperative learning in two schools in Bushenyi District-Uganda. A great deal of scholarship has highlighted the significance of child-centered teaching pedagogies as rendering to effective teaching and learning. Ever since cooperative learning was introduced in Uganda, few studies have been conducted on its practice. The researcher investigated its state of affairs using a case study approach by focusing on two schools in Bushenyi District. The study answered the following research questions: 1. According to the available documentation and select educational leaders and teachers in Bushenyi district, what is the knowledge and attitudes about cooperative learning as a means to quality education as manifested in: (A) improved teaching? (B) improved student learning? (C) development of citizens for a better society? 2. What are the implications for today's educational leaders as they lead and supervise cooperative learning? The participants were: (1) Ten educational leaders, two headteachers and nineteen teachers. Interviews, observations and document review were used to collect data. Findings from the gathered data indicated that cooperative learning was occasionally used and perceived and practiced as grouping of students, providing them with group activities. Although research participants raised several challenges in its implementation, they had positive attitudes on cooperative learning. The study concluded by shading light on the educational principles that could be considered in order for child-centered pedagogies like cooperative learning to be fully effective, namely: collaboration, motivation, professional development, instructional supervision, evaluation, sustainability and professionalism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01