Frank P. Johnson

Bio: Frank P. Johnson is an academic researcher. The author has contributed to research in topics: Social group & Social skills. The author has an hindex of 3, co-authored 4 publications receiving 2153 citations.

Joining Together: Group Theory and Group Skills

Abstract: New edition of a text first published in 1975. Covers group dynamics, experiential learning, group goals and social interdependence, communication, leadership, decision making, controversy and creativity, conflicts of interest, power, diversity, team development, and leading growth and counseling gr

Dinamika Kelompok: Teori dan Keterampilan

Abstract: Judul asli: Joining Together, ninth edition. Buku best seller ini menyajikan ulasan yang luas dan terpadu mengenai dinamika kelompok yang dikemas ke format penulisan dengan disertai hasil riset dan pengalaman yang mudah dipahami. Buku ini mengenalkan pembaca ke berbagai teori dan temuan riset yang diperlukan untuk memahami cara mencipta keefektifan kelompok, dan membantu membentuk keterampilan yang menjadi prasyarat penerapan pengetahuan ke situasi praktik. Lebih dari sekedar buku teks, buku ini menjelaskan bahwa pengetahuan dan penguasaan keterampilan menciptakan pilihan, peluang, dan kesuksesan bagi tiap-tiap individu. Tidak ada buku lain yang mampu menawarkan cakupan pembahasan dan rentang latihan berdasar pengalaman seperti yang anda temukan pada buku ini.

Review of community-based research: assessing partnership approaches to improve public health.

Abstract: Community-based research in public health focuses on social, structural, and physical environmental inequities through active involvement of community members, organizational representatives, and researchers in all aspects of the research process. Partners contribute their expertise to enhance understanding of a given phenomenon and to integrate the knowledge gained with action to benefit the community involved. This review provides a synthesis of key principles of community-based research, examines its place within the context of different scientific paradigms, discusses rationales for its use, and explores major challenges and facilitating factors and their implications for conducting effective community-based research aimed at improving the public’s health.

Connectivism: A Learning Theory for the Digital Age

Abstract: International Journal of Instructional Technology and Distance Learning (ITDL), January 2005

An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning

Abstract: The widespread and increasing use of cooperative learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which cooperative learning is built. More than 1,200 research studies have been conducted in the past 11 decades on cooperative, competitive, and individualistic efforts. Findings from these studies have validated, modified, refined, and extended the theory. From the theory, procedures for the teacher’s role in using formal and informal cooperative learning and cooperative base groups have been operationalized. Those procedures are widely used by educators throughout the world. The applications have resulted in revisions of the theory and the generation of new research.

Pedagogies of Engagement: Classroom-Based Practices

Abstract: Educators, researchers, and policy makers have advocated student involvement for some time as an essential aspect of meaningful learning. In the past twenty years engineering educators have implemented several means of better engaging their undergraduate students, including active and cooperative learning, learning communities, service learning, cooperative education, inquiry and problem-based learning, and team projects. This paper focuses on classroom-based pedagogies of engagement, particularly cooperative and problem-based learning. It includes a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement. The paper also lays out the research ahead for advancing pedagogies aimed at more fully enhancing students’ involvement in their learning.