Ferguson-Patrick / Jolliffe Cooperative Learning for Intercultural Classrooms

Case Studies for Inclusive Pedagogy
1. Auflage 2018
ISBN: 978-1-351-16463-4
Verlag: Taylor & Francis
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 176 Seiten

Cooperative Learning for Intercultural Classrooms helps both pre-service and in-service teachers to develop a well-researched pedagogy that supports inclusive practice for a globalised world. It provides an overview of theoretical perspectives that illustrate why cooperative learning is an effective learning strategy, reviews research findings about how cooperative learning supports inclusion, and outlines the strategies and methods that support teachers in putting cooperative learning into practice.

Providing a step-by-step guide to implementing cooperative learning for schools, teachers and teacher educators, this invaluable resource includes:

- Guidelines for a staged approach to implementation;

- Case studies of cooperative learning in classrooms from a range of different contexts, including Australia, England, Sweden, Italy, India, Singapore and Hong Kong;

- Guidance on developing an effective professional development programme for a school;

- Appendices with valuable information on a range of cooperative learning structures and explanations of the main types of cooperative learning used in classrooms.

Autoren/Hrsg.

Ferguson-Patrick, Kate

Jolliffe, Wendy

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Acknowledgements

Introduction

Chapter 1. Understanding Theory and Principles

Chapter 2. Case Studies of Cooperative Learning from Around the World

Chapter 3. Implementing Cooperative Learning in the Classroom

Chapter 4. Professional Development Approaches for Cooperative Learning

Conclusion

Appendix 1. Cooperative Learning Structures

Appendix 2. Types of Cooperative Learning

Über Autor(innen)

Kate Ferguson-Patrick has 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 in cooperative learning.

Wendy Jolliffe is Professor of Education and, until recently, was Head of Teacher Education at the University of Hull, England. She has worked nationally advising universities on effective provision and was a deputy head teacher in a primary school. She has published extensively on cooperative learning and is a board member of the International Association for the Study of Cooperation in Education (IASCE).