A Model for the Implementation of a Cooperative Education Program Involving Foreign Students
Author: Robert E. Vozzella
Publisher:
Published: 1987
Total Pages: 272
ISBN-13:
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Author: Robert E. Vozzella
Publisher:
Published: 1987
Total Pages: 272
ISBN-13:
DOWNLOAD EBOOKAuthor: Northeastern University (Boston, Mass.). Cooperative Education Research Center
Publisher:
Published: 1975
Total Pages: 104
ISBN-13:
DOWNLOAD EBOOKAuthor: Ben Dyson
Publisher: Routledge
Published: 2012-05-31
Total Pages: 202
ISBN-13: 1136478221
DOWNLOAD EBOOKCooperative Learning is a dynamic instructional model that can teach diverse content to students at different grade levels, with students working together in small, structured, heterogeneous groups to master subject content. It has a strong research tradition, is used frequently as a professional development tool in general education and is now emerging in physical education. This book defines Cooperative Learning in physical education and examines how to implement Cooperative Learning in a variety of educational settings. It explores Cooperative Learning in physical education from three main perspectives. The first, context of learning, provides descriptions of Cooperative Learning in different levels of education (elementary school, secondary school, and university physical education). The second, Cooperative Learning in the curriculum, offers case studies from teachers and researchers of their experiences of implementing Cooperative Learning within their own national context. The third perspective, key aspects of Cooperative Learning, examines how the different elements of the model have been foregrounded in efforts to enhance learning in physical education. As the only text to provide international perspectives, from eight different countries, of Cooperative Learning in physical education, this book is important reading for any student, researcher or teacher with an interest in physical education, sport education, sport pedagogy, curriculum development or methods for learning and teaching.
Author: United States. Congress. Senate. Committee on Appropriations
Publisher:
Published: 1973
Total Pages: 1078
ISBN-13:
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Publisher:
Published: 2006
Total Pages: 675
ISBN-13:
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Publisher:
Published: 2016
Total Pages: 402
ISBN-13:
DOWNLOAD EBOOKArchival snapshot of entire looseleaf Code of Massachusetts Regulations held by the Social Law Library of Massachusetts as of January 2016.
Author:
Publisher:
Published: 2016
Total Pages: 368
ISBN-13:
DOWNLOAD EBOOKArchival snapshot of entire looseleaf Code of Massachusetts Regulations held by the Social Law Library of Massachusetts as of January 2020.
Author: Robyn M. Gillies
Publisher: Springer Science & Business Media
Published: 2007-09-26
Total Pages: 277
ISBN-13: 0387708928
DOWNLOAD EBOOKCooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.
Author:
Publisher:
Published: 1978
Total Pages: 808
ISBN-13:
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