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ERIC Number: ED372037
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
An Examination of Teacher Thinking during a Collaborative Effort To Improve Elementary Cooperative Learning Literacy Instruction.
Deering, Paul D.; And Others
Growing numbers of teachers are turning to cooperative learning methods for literacy instruction, yet recent studies suggest that teachers hold theories of cooperative learning which are unrelated, or even antithetical, to helping students learn to become strategic, independent readers. This paper reports on a study that examined seven teachers' thinking and its relation to classroom actions regarding the use of cooperative learning for literacy instruction in a bilingual elementary school. Data were collected from interviews with participants at the beginning and middle of the school year, classroom observations consisting of written fieldnotes describing instruction and the social context, post-lesson interviews with selected students, and educator-researcher staff development meetings. Findings indicated: (1) teachers' beliefs about teaching, literacy learning, and cooperative learning were compatible with a social constructivist learning perspective (Vygotsky, 1978), but were relatively inchoate; and (2) collaborative intervention guided by social constructivist learning theory (Vygotsky, 1978), can contribute to informed, collegial, and committed teacher innovation. Based on these results, the researchers worked with each teacher to develop instructional improvement agendas. An appendix provides sample responses of students' awareness of conditional knowledge. (Contains approximately 35 references.) (Author/LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A