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ERIC Number: ED375725
Record Type: Non-Journal
Publication Date: 1994-Nov
Pages: 32
Abstractor: N/A
Reference Count: N/A
Defining the Teaching-Learning Function in Terms of Cooperative Pedagogy: An Empirical Taxonomy of Faculty Practices. ASHE Annual Meeting Paper.
Antony, Jim; Boatsman, KC
This paper investigates the extent to which American college/university faculty use cooperative pedagogical techniques in their classrooms, and identifies facilitating and inhibiting factors. A broad construct representing faculty's use of cooperative pedagogy was created, which places students at the center of the action regardless of class size and emphasizes interaction among students and between students and faculty. A survey of 35,478 full-time college and university faculty revealed that faculty use of cooperative pedagogy is best measured by a seven-item construct which includes the following items: cooperative learning (small groups), group projects, student presentations, class discussions, student-developed activities, student-selected topics, and student evaluations of each other's work. Analysis revealed that women used cooperative pedagogy more than men did, Blacks more than other ethnic groups, faculty from lower social classes more than other classes, lower academic rank more than higher, and those leaning toward teaching more than those more involved in research. Faculty members most likely to engage in cooperative pedagogy are likely to teach in education, fine arts, or English departments; are not likely to teach in the hard or soft sciences, history, or the humanities; and are more likely to teach at two-year colleges than four-year colleges or universities. (Contains 20 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A