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ERIC Number: ED366013
Record Type: Non-Journal
Publication Date: 1993-Jul
Pages: 28
Abstractor: N/A
Reference Count: N/A
Empowering Teachers and Students through the Collaborative Process.
Labercane, George D.; And Others
A study examined the collaborative process in young children and also the role that the collaborative process played in improving the quality of classroom instruction. Subjects were approximately 60 students in a grade 3/4 pod of two classroom teachers at the University Elementary School, Calgary. A teaching unit of 6 weeks duration dealing with Greek mythology was developed in which a number of plays were shared with the class as a whole, and then the students (working in small groups) developed, wrote, and staged plays. Data were collected through ongoing observations of students in the classroom, field notes, audio- and videotapes of selected small group sessions, and responses to questionnaires. Results indicated that: (1) formal and informal demonstration of the process of collaboration proved to be an effective way of enhancing understanding of the concept; (2) teacher modeling of the collaborative process was useful and popular with students; (3) talk became the key element in the collaborative process; and (4) selecting group members on the basis of what could be accomplished in the group, rather than forming same-sex groups, allowed for new and innovative relationships to be formed among group members. Implications for instruction include: children need to have the collaborative process modelled for them; the language of collaboration needs to be inculcated in young children; and teacher direction is needed to ensure that collaboration is not restricted to same-sex arrangements. (Contains 21 references and an evaluation form.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A