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Stevahn, Laurie; McGuire, Margit E. – Journal of Education for Teaching: International Research and Pedagogy, 2017
Pre-service teachers typically find it challenging to implement cooperative learning authentically in schools given the complexities of classroom environments. Curriculum integration also is demanding because it requires combining research-informed pedagogies and best practices to promote academic and social learning. This article describes how…
Descriptors: Cooperative Learning, Teaching Methods, Preservice Teacher Education, Preservice Teachers
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Florman, Jean C. – New Directions for Teaching and Learning, 2014
This chapter introduces a University of Iowa effort to enhance and support active learning pedagogies in technology-enhanced (TILE) classrooms and three elements that proved essential to the campus-wide adoption of those pedagogies. It then describes the impact of those professional development efforts on the curricula and cultures of three…
Descriptors: Active Learning, Technology Integration, Classroom Techniques, Adoption (Ideas)
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Gillies, Robyn M. – International Journal of Educational Psychology, 2014
Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students from kindergarten through to college level and across different subject areas. Cooperative learning involves students working together to achieve common goals or complete group tasks. Interest in cooperative learning has…
Descriptors: Cooperative Learning, Educational Research, Group Structure, Teacher Role
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Overstreet, Mikkaka – Reading Psychology, 2018
In this paper, the author explores the importance of play at various stages of literacy development and contends that play is an essential element of learning. The author begins by defining play and literacy, using examples to theoretically explore the play and literacy interface throughout the life span. Finally, she moves into a policy…
Descriptors: Play, Literacy Education, Literacy, Learning Processes
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Johnson, David W.; Johnson, Roger T.; Smith, Karl A. – Journal on Excellence in College Teaching, 2014
Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic…
Descriptors: Cooperative Learning, Instructional Improvement, College Instruction, Theory Practice Relationship
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Schipke, Rae Carrington – Journal of Educational Multimedia and Hypermedia, 2018
This article discusses how cooperative learning as a socioinstructional approach, relates to both socially-based emerging technologies (i.e. Web 2.0) and to critical thinking with respect to co-cognition. It begins with a discussion of the importance of connecting cooperative learning, Web 2.0, and critical thinking. This is followed by the need…
Descriptors: Cooperative Learning, Critical Thinking, Web 2.0 Technologies, Teaching Methods
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Zarghami-Hamrah, Saeid; de Vries, Marc J. – Ethics and Education, 2018
In the present study, we refer to Carr's theory on the nature of educational practice for evaluating teaching as a praxis in relation to two major changes, i.e. ubiquitous learning and massive communication caused by MOOCs. With regard to the first change, we argue that the teacher is faced with the problem of encouraging the learners to get…
Descriptors: Electronic Learning, Educational Technology, Classroom Communication, Computer Mediated Communication
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Bossér, Ulrika; Lundin, Mattias; Lindahl, Mats; Linder, Cedric – European Journal of Science and Mathematics Education, 2015
Teachers may face considerable challenges when implementing socio-scientific issues (SSI) in their classroom practices, such as incorporating student-centred teaching practices and exploring knowledge and values in the context of socioscientific issues. This year-long study explores teachers' reflections on the process of developing their…
Descriptors: Classroom Environment, Educational Practices, Curriculum Implementation, Science and Society
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Delale-O'Connor, Lori Ann; Alvarez, Adam J.; Murray, Ira E.; Milner, H. Richard, IV – Theory Into Practice, 2017
In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential…
Descriptors: Teacher Attitudes, Self Efficacy, Classroom Techniques, Influences
Rappaport, Shelley; Grossman, Jean; Garcia, Ivonne; Zhu, Pei; Avila, Osvaldo; Granito, Kelly – MDRC, 2017
To succeed in today's economy, students need both proficiency in the "three Rs" (reading, writing and arithmetic) and strong applied skills. Communication skills, team work, and critical thinking have long been at the top of employers' lists of applied skills they seek in employees. States are responding to employers' needs by putting in…
Descriptors: Group Activities, Cooperative Learning, Teaching Methods, Middle School Students
Suárez-Guerrero, Cristóbal; Muñoz Moreno, José Luís – Journal of Educational Psychology - Propositos y Representaciones, 2017
The school is an enriched learning environment, but it is not the only educational environment. The educational mission of the school should take into account the school-family coordination as a feature of its social project. A great part of this bridge between school and family is based on dialogue through the participation of the family in the…
Descriptors: Social Networks, Cooperation, Educational Improvement, Teamwork
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Tran, Van Dat – International Journal of Higher Education, 2013
Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional…
Descriptors: Cooperative Learning, Instructional Effectiveness, Comparative Analysis, Models
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Audebrand, Luc K.; Camus, Annie; Michaud, Valérie – Journal of Management Education, 2017
Although the paradox perspective is gaining increasing attention among management scholars, most of us continue to struggle with addressing this challenging topic in the classroom, as it seems out of reach for many students. In this article, we describe a potentially beneficial way to approach paradoxical thinking in management education: teaching…
Descriptors: Cooperatives, Business, Logical Thinking, Administrator Education
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Gressick, Julia; Langston, Joel B. – Journal of the Scholarship of Teaching and Learning, 2017
There is a breadth of psychological research that points to potential cognitive benefits of game play. Games engage and motivate learners while promoting mastery of skills and content knowledge. Further, thoughtfully applying gaming elements and structures to classroom environments, an approach called gamification, has the potential to optimize…
Descriptors: Undergraduate Students, Educational Games, Educational Practices, Classroom Techniques
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Rappel, Linda – International Journal of Lifelong Education, 2017
This paper reviews the literature on workplace and transformational learning to explore how spirituality can be accessed to encourage individual growth through the development of critical awareness while providing a sense of direction in the workplace as part of organisational learning. In communities and societies where organisations may have…
Descriptors: Workplace Learning, Religious Factors, Transformative Learning, Learner Engagement
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