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ERIC Number: EJ883125
Record Type: Journal
Publication Date: 2010-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0141-8211
Cooperative Learning for Academic and Social Gains: Valued Pedagogy, Problematic Practice
Sharan, Yael
European Journal of Education, v45 n2 p300-313 Jun 2010
A growing number of governments, seeking to modernise their country's education system, adapt cooperative learning (CL) as a major component of their educational policy. Since the 1960s, when CL re-emerged to become a systematic pedagogy, CL practice has been constantly refined on the basis of ongoing research. Research results have consistently shown that CL improves students' academic achievement as well as social interaction when carried out responsibly. CL methods and procedures are designed to promote cooperation and mutual assistance among learners and often carry over to relationships outside the school. Translating the promise of CL to practice is more complicated than meets the eye, and does not always guarantee that its desired goals are achieved. This article sets out to explore some of the causes of the discrepancy between the promise and practice of CL, such as confusion about methods, lack of adequate preparation, and teachers' perceptions of teaching in general and of CL in particular.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A