Literaturnachweis - Detailanzeige
| Autor/in | Jolliffe, Wendy |
|---|---|
| Titel | Bridging the Gap: Teachers Cooperating Together to Implement Cooperative Learning |
| Quelle | In: Education 3-13, 43 (2015) 1, S.70-82 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4279 |
| DOI | 10.1080/03004279.2015.961719 |
| Schlagwörter | Cooperative Learning; Teacher Collaboration; Curriculum Implementation; Communities of Practice; Teamwork; Elementary School Teachers; Secondary School Teachers; Educational Cooperation; Facilitators (Individuals); Focus Groups; Semi Structured Interviews; Principals; Stakeholders; Social Networks; Network Analysis; Participant Satisfaction; Group Dynamics; Foreign Countries; United Kingdom (England) |
| Abstract | Cooperative learning (CL), in spite of extensive research and documented benefits, is not widely used in England. A review of the literature shows that it requires a staged and sustained approach to implementation, which has led to a gap between its potential and actual use. The case study cited here provides one example of bridging that gap through schools working together, with a community of facilitators, or experts, to provide support. As interest grows internationally into teachers cooperating in professional learning communities, this article argues that collaborative cultures provide the key to implementing and sustaining CL. In other words: teachers cooperating together also support pupils learning together. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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