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ERIC Number: EJ1145580
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0260-7476
Modifying Status Effects in Diverse Student Groups in New Zealand Tertiary Institutions: Elizabeth Cohen's Legacy for Teacher Education
Baker, Trish; Clark, Jill
Journal of Education for Teaching: International Research and Pedagogy, v43 n3 p338-348 2017
New Zealand tertiary classrooms are a mix of New Zealand's ethnically diverse domestic students and predominantly Asian international students. This multicultural diversity, while having potential to enhance educational experience, brings challenges for teachers in the use of cooperative learning. A major challenge is status inequality in diverse student groups. Elizabeth Cohen's work on status is relevant to an understanding of status issues in New Zealand educational institutions as it gives educators the sociological framework and the practical tools to meet this challenge. This paper, based on a 12-year research study into cooperative learning resulting in a national teacher education programme run by the authors, examines Cohen's ideas and their relevance to the New Zealand context. It identifies status activators and issues in New Zealand student groups and recommends actions and interventions to modify the activation of status effects. The aim is to give teachers tools to exploit the full range of expertise and experience in diverse tertiary student groups.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand