PDF pending restoration
ERIC Number: ED349297
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Instruction in Teacher Education: A Descriptive Study of Cooperative Learning.
Van Voorhis, Judith L.
College teaching and learning were studied with respect to students' preferences for learning and motivation as they relate to various instructional methods used in teacher education. A traditional lecture format and the cooperative group discussion teaching method were compared within a specific college population. Participants (N=20), students enrolled in an undergraduate curriculum and instruction course, completed the Learning and Study Strategies Inventory (LASSI), which measures students' attitudes and motivation, and the Learning Preference Scale: Students (LPSS), which determines cooperative, competitive, or individualistic preferences for learning. Comparisons were utilized to describe relations to gender, high school grade point average, college major, and the LPSS and LASSI scores. The technique of ethnographic interviews further addressed research questions. The data showed that: cooperative learning at the college level in teacher education yielded positive outcomes for students of different genders, academic ability, college majors, and previous instructional experiences who studied together in the same course; and students' interest in the material, use of language in learning the material, and an active pursuit of learning were enhanced by structuring cooperative groups. (LL)
Descriptors: Cognitive Style, Comparative Analysis, Cooperative Learning, Education Courses, Education Majors, Elementary Secondary Education, Higher Education, Lecture Method, Preservice Teacher Education, Qualitative Research, Student Attitudes, Student Characteristics, Student Motivation, Teaching Methods
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A