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Cooperative Learning for Intercultural Classrooms : Case Studies for Inclusive Pedagogy.

By: Ferguson-Patrick, Kate.
Contributor(s): Jolliffe, Wendy.
Material type: TextTextPublisher: Milton : Routledge, 2018Copyright date: ©2018Description: 1 online resource (177 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781351164634.Subject(s): Group work in education-Case studies | Motivation in education-Case studies | Interaction analysis in education-Case studies | Intercultural communication-Study and teaching-Case studies | Multicultural education-Case studiesGenre/Form: Electronic books.Additional physical formats: Print version:: Cooperative Learning for Intercultural Classrooms : Case Studies for Inclusive PedagogyDDC classification: 370.117 LOC classification: LB1032 .F474 2018Online resources: Click here to view book
Contents:
Cooperative Learning for Intercultural Classrooms- Front Cover -- Cooperative Learning for Intercultural Classrooms -- Title Page -- Copyright Page -- Contents -- Acknowledgements -- Introduction -- Cooperative learning: an inclusive 21st century pedagogy -- Research into cooperative learning -- The benefits of cooperative learning -- Including all students in learning -- Barriers to implementing cooperative learning -- Overview of the book -- References -- Chapter 1: Understanding theory and principles -- Learning objectives for this chapter -- Introduction -- Examining teachers' beliefs -- Theoretical perspectives -- Reconciling the different perspectives -- The role of talk in learning -- Principles of cooperative learning -- Supporting inclusion for a globalised classroom -- Cooperative learning and democracy classrooms -- Conclusion -- Chapter summary -- Questionnaire: Examining teacher beliefs -- Suggested answers to questionnaire: Examining teacher beliefs -- References -- Chapter 2: Case studies of cooperative learning from around the world -- Learning objectives for this chapter -- Introduction -- Case studies -- Case study 1: Boothferry Primary School, Goole, England -- Case study 2: Lipson Co-operative Academy School, England -- Cooperative learning in Sweden -- Case study 3: The Storyline approach, Sweden -- Case study 4: Fäladsskolan and Delfinskolan schools, Sweden -- Case study 5: Västerholms Friskola, Sweden -- Case study 6: Lok Sin Tong Leung Wong Wai Fong Memorial School, Hong Kong -- Case study 7: Ankur Vidyamandir, India -- Case study 8: Using cooperative learning in teaching music in Singapore - when the magic happens -- Case study 9: Italian primary school, Bologna, Italy: Complex Instruction in practice - challenges and opportunities in a mountain school -- Case study 10: Charlton Christian College, Australia.
Case study 11: Urapunga School, Australia -- Conclusion -- Chapter summary -- References -- Chapter 3: Implementing cooperative learning in the classroom -- Learning objectives for this chapter -- Introduction -- Types of cooperative learning -- Phases of implementation -- Phase 1: Establishing a community of learners -- Phase 2: Classroom management and developing classroom norms of behaviour -- Phase 3: Team-building -- Phase 4: Teaching the social skills -- Stages in teaching the skills -- Conflict resolution -- Phase 5: Using a range of structures -- Phase 6 - Dealing with barriers to cooperative learning -- Phase 7: Phased implementation in lessons -- Phase 8: Planning for small groups -- Phase 9: Developing longer term established groups -- Phase 10: Applying cooperative learning for different ages and different areas of the curriculum -- Conclusion -- Chapter summary -- Suggested answers to activities -- References -- Chapter 4: Professional development approaches for cooperative learning -- Learning objectives for this chapter -- Introduction -- Planning cooperative learning implementation for a school: a staged approach (overview) -- Sustained support -- Mentoring and coaching to develop cooperative learning -- Using Lesson Study (peer observation and reflection) for implementing cooperative learning -- Participatory action research approaches to cooperative learning -- Setting up networks and cooperative groups to support cooperative learning -- IT networks -- Conclusion -- Chapter summary -- References -- Conclusion -- Appendix 1: Cooperative learning structures -- Appendix 2: Types of cooperative learning -- References -- Index.
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
LB1032 .F474 2018 (Browse shelf) https://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=5303557 Available EBC5303557

Cooperative Learning for Intercultural Classrooms- Front Cover -- Cooperative Learning for Intercultural Classrooms -- Title Page -- Copyright Page -- Contents -- Acknowledgements -- Introduction -- Cooperative learning: an inclusive 21st century pedagogy -- Research into cooperative learning -- The benefits of cooperative learning -- Including all students in learning -- Barriers to implementing cooperative learning -- Overview of the book -- References -- Chapter 1: Understanding theory and principles -- Learning objectives for this chapter -- Introduction -- Examining teachers' beliefs -- Theoretical perspectives -- Reconciling the different perspectives -- The role of talk in learning -- Principles of cooperative learning -- Supporting inclusion for a globalised classroom -- Cooperative learning and democracy classrooms -- Conclusion -- Chapter summary -- Questionnaire: Examining teacher beliefs -- Suggested answers to questionnaire: Examining teacher beliefs -- References -- Chapter 2: Case studies of cooperative learning from around the world -- Learning objectives for this chapter -- Introduction -- Case studies -- Case study 1: Boothferry Primary School, Goole, England -- Case study 2: Lipson Co-operative Academy School, England -- Cooperative learning in Sweden -- Case study 3: The Storyline approach, Sweden -- Case study 4: Fäladsskolan and Delfinskolan schools, Sweden -- Case study 5: Västerholms Friskola, Sweden -- Case study 6: Lok Sin Tong Leung Wong Wai Fong Memorial School, Hong Kong -- Case study 7: Ankur Vidyamandir, India -- Case study 8: Using cooperative learning in teaching music in Singapore - when the magic happens -- Case study 9: Italian primary school, Bologna, Italy: Complex Instruction in practice - challenges and opportunities in a mountain school -- Case study 10: Charlton Christian College, Australia.

Case study 11: Urapunga School, Australia -- Conclusion -- Chapter summary -- References -- Chapter 3: Implementing cooperative learning in the classroom -- Learning objectives for this chapter -- Introduction -- Types of cooperative learning -- Phases of implementation -- Phase 1: Establishing a community of learners -- Phase 2: Classroom management and developing classroom norms of behaviour -- Phase 3: Team-building -- Phase 4: Teaching the social skills -- Stages in teaching the skills -- Conflict resolution -- Phase 5: Using a range of structures -- Phase 6 - Dealing with barriers to cooperative learning -- Phase 7: Phased implementation in lessons -- Phase 8: Planning for small groups -- Phase 9: Developing longer term established groups -- Phase 10: Applying cooperative learning for different ages and different areas of the curriculum -- Conclusion -- Chapter summary -- Suggested answers to activities -- References -- Chapter 4: Professional development approaches for cooperative learning -- Learning objectives for this chapter -- Introduction -- Planning cooperative learning implementation for a school: a staged approach (overview) -- Sustained support -- Mentoring and coaching to develop cooperative learning -- Using Lesson Study (peer observation and reflection) for implementing cooperative learning -- Participatory action research approaches to cooperative learning -- Setting up networks and cooperative groups to support cooperative learning -- IT networks -- Conclusion -- Chapter summary -- References -- Conclusion -- Appendix 1: Cooperative learning structures -- Appendix 2: Types of cooperative learning -- References -- Index.

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Author notes provided by Syndetics

<p>Kate Ferguson-Patrick gained 15 years' experience teaching in primary settings in the UK and Australia before working at the University of Newcastle, Australia, as a primary curriculum and pedagogy specialist. Her long-term study of cooperative learning with early career teachers, developing professional development through action research, showed how this approach leads to democracy classrooms. She has published extensively on cooperative learning.</p> <p>Wendy Jolliffe is Professor of Education and was, until recently, Head of Teacher Education at the University of Hull in the UK. She has worked as a deputy headteacher in a primary school as well as nationally, advising universities on effective provision. She has published extensively on cooperative learning and is a board member of the International Association for the Study of Cooperation in Education (IASCE).</p>

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