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Connecting cooperative learning to c...

Conway, Jason Allen.

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Connecting cooperative learning to classroom environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Connecting cooperative learning to classroom environment./
作者:	Conway, Jason Allen.
面頁冊數:	286 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: 5100.
Contained By:	Dissertation Abstracts International73-02A.
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3478572
ISBN:	9781124962924

Connecting cooperative learning to classroom environment.
Conway, Jason Allen.

Connecting cooperative learning to classroom environment. - 286 p.

Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: 5100.

Thesis (Ed.D.)--Temple University, 2011.

This item must not be sold to any third party vendors.

The purpose of this multiple site case study was to determine whether implementing the cooperative learning element of structuring student interactions is a possible contributing solution to student disenfranchisement and lack of social skills. This study explored student and teacher attitudes and perceptions, in seven separate secondary social studies classrooms, regarding their classroom environment before and after an intervention that trains teachers on how to implement four structured student interactions focused on class building and teambuilding.

ISBN: 9781124962924Subjects--Topical Terms:

3172279
Instructional design.

Connecting cooperative learning to classroom environment.
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500 $a Adviser: Steven Gross.
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506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this multiple site case study was to determine whether implementing the cooperative learning element of structuring student interactions is a possible contributing solution to student disenfranchisement and lack of social skills. This study explored student and teacher attitudes and perceptions, in seven separate secondary social studies classrooms, regarding their classroom environment before and after an intervention that trains teachers on how to implement four structured student interactions focused on class building and teambuilding.
520 $a This study is in response to the diagnosis of educational administrators and classroom teachers facing challenges in building positive school and classroom environments. The lack of social skills and the inability to work well with each other diminishes the opportunities for the creation of positive school and classroom environments. As a result, students may become disenfranchised, evidenced by dropout rates and the disinterest in activities provided in the classroom.
520 $a The study consisted of case study methodology using surveys, interviews, focus group sessions, lesson plans, teacher journals and classroom observations to document the story of the possible impact of implementing structured student interactions. The study revealed that it was inconclusive whether the intervention strategies had an overall positive or negative effect in the perceptions of engagement, interdependence, accountability and equity. Despite the conclusion, the data provide several opportunities for discussion within the areas of classroom environment, instructional leadership, instructional coaching, implementation fidelity of new strategies and teacher self-study of practice.
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