The Ecology of Cooperative Learning in Elementary Physical Education Classes

Autor/inn/en	Dyson, Ben P.; Linehan, Nicole Rhodes; Hastie, Peter A.
Titel	The Ecology of Cooperative Learning in Elementary Physical Education Classes
Quelle	In: Journal of Teaching in Physical Education, 29 (2010) 2, S.113-130 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education; Cooperative Learning; Skill Development; Teaching Methods; Elementary Schools; Interviews; Journal Writing; Time Management; Time Factors (Learning); Cognitive Processes; Interpersonal Competence; Comparative Analysis; Classroom Techniques; Student Role; Strategic Planning; Accountability; Student Participation + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Kooperatives Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Zeitmanagement; Cognitive process; Kognitiver Prozess; Interpersonale Kompetenz; Klassenführung; Strategy; Planning; Strategie; Planung; Verantwortung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The purpose of this study was to describe and interpret the instructional ecology of Cooperative Learning in elementary physical education classes. Data collection included a modified version of the task structure system (Siedentop, 1994), interviews, field notes, and a teacher's journal. T-tests of the quantitative data revealed that instruction time, management time, transitions, and wait time decreased significantly during the units and refining, extending, and applying tasks increased significantly. Cognitive/social tasks were observed consistently in every lesson and contributed to student learning. Inductive analysis and constant comparison were used to analyze the qualitative data (Patton, 1990). The researchers identified four main categories from this data: organization and management of students, roles, skill development, and strategizing. To promote individual accountability the teacher used task sheets, assigned Cooperative Learning roles, kept group sizes small, randomly chose students to demonstrate their competence, and asked students to teach their teammates skills and tactics. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10