Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments

Autor/inn/en	Burns, Mary; Pierson, Elizabeth; Reddy, Shylaja
Titel	Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments
Quelle	In: International Journal of Instruction, 7 (2014) 1, S.17-32 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Active Learning; Professional Development; Middle School Teachers; Mathematics Teachers; Science Teachers; Foreign Countries; Cooperative Learning; Student Centered Learning; Teacher Role; Teacher Student Relationship; Educational Practices; Educational Change; Problem Solving; Program Implementation; Educational Benefits; Learner Engagement; Self Esteem; Qualitative Research; Data Analysis; Case Studies; Formative Evaluation; Behavior Change; Structured Interviews; Focus Groups; Classroom Observation Techniques; India + Suchen Sie Ihr Suchwort? Aktives Lernen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Science; Science teacher; Wissenschaft; Ausland; Kooperatives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis; Bildungsreform; Problemlösen; Bildungsertrag; Self-esteem; Selbstaufmerksamkeit; Qualitative Forschung; Auswertung; Case study; Fallstudie; Case Study; Indien
Abstract	Active Learning in Maths and Science (ALMS) was a six-month face-to-face professional development program for middle school maths and science teachers carried out between June and November, 2010 in two Indian states. ALMS's theory of action is grounded in the belief that collaborative learning serves as a "gateway" to learner-centered instruction. Designers theorized that this shift from individual to collaborative learning would redefine the teacher's role; alter the teacher and student relationship; change teachers' organizational, instructional and assessment practices; and begin to lay the groundwork for an eventual shift toward full learner-centered instruction. As this paper will discuss, this proposed theory of action was largely confirmed. Over 80 percent of teachers across the two states regularly implemented collaborative learning techniques and began the larger journey toward learner-centered instruction. This implementation also resulted in a number of benefits for students, including greater levels of engagement, increased confidence, and improved behavior. The research also suggests that when teachers see positive changes as a result of their actions, their deeply-held beliefs about traditional instruction may conflict with what they in fact witnessed in their classrooms. This is the beginning of the evolution of change. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01