ERIC Number: ED362598
Record Type: RIE
Publication Date: 1993-Apr
Reference Count: N/A
Implementing Cooperative Learning Strategies: A Conceptual Framework for Curriculum Enactment in an Urban Middle School.
Case, Karen I.
Representing a work in progress, this paper presents the theoretical framework for a longitudinal case study involving the implementation of cooperative learning strategies in an ethnically diverse urban middle school. The effects that cooperative learning has on the curriculum as perceived by teachers are also to be examined during the 3-year span (1992-1995) of this study. Cooperative learning is defined as curriculum process, and the implementation of cooperative learning strategies as curriculum enactment. Qualitative methodology is used that relies heavily on interviewing, content analysis, and participant observation. The perceptions of teachers are crucial to uncovering answers to the three questions that guide the research, namely: To what degree have cooperative learning strategies been used? What impact have they had on the planned curriculum? and What are the factors that facilitate or inhibit the enactment of cooperative learning strategies in the classroom? (Contains 30 references.) (SLD)
Descriptors: Case Studies, Classroom Techniques, Content Analysis, Cooperative Learning, Curriculum Development, Elementary School Students, Ethnic Groups, Intermediate Grades, Interviews, Junior High School Students, Junior High Schools, Learning Strategies, Longitudinal Studies, Middle School Students, Middle Schools, Participant Observation, Qualitative Research, Research Methodology, Teacher Attitudes, Urban Schools
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Ethnic Differences
Note: Paper presented at the Annual Meeting of the New England Educational Research Organization (April 29, 1993).