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Cooperative Learning: Theory, Research and Practice
TLDR
Cooperative Learning and Outcomes Other Than Achievement as discussed by the authors is a well-known theory in the field of cooperative learning and it has been used extensively in the past few decades in a variety of settings.Abstract:
Preface. I. COOPERATIVE LEARNING THEORY. 1. An Introduction to Cooperative Learning. 2. Cooperative Learning and Student Achievement. 3. Cooperative Learning and Outcomes Other Than Achievement. II. PRACTICAL GUIDES TO COOPERATIVE LEARNING METHODS. 4. STAD and TGT. 5. TAI and CIRC. 6. Task Specialization Methods. 7. Other Cooperative Learning Methods and Resources. References. Appendixes. Index.read more
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Problem Based Learning: An instructional model and its constructivist framework
John R. Savery,Thomas M. Duffy +1 more
TL;DR: The goal in this paper is to provide a clear link between the theoretical principles of constructivism, the practice of instructional design, and thepractice of teaching.
Constructivism: Implications for the Design and Delivery of Instruction
TL;DR: Constructivism! The increase in frequency with which this word appears in the discourse of educational research, theory, and policy is truly remarkable as mentioned in this paper. Unfortunately much of the discussion is at the level of slogan and cliche even bromide, and any approach that is other than constructivist is characterized as promoting passive, rote and sterile learning.
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Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis:
TL;DR: In this paper, the results of a meta-analysis that integrates research on undergraduate science, mathematics, engineering, and technology (SMET) education since 1980 are presented. But the results in this paper are limited to SMET courses and programs.
Journal ArticleDOI
The psychological sense of school membership among adolescents: scale development and educational correlates.
TL;DR: In this paper, el desarrollo y la validación of una medida de la pertenencia percibida o la psicologica de los estudiantes adolescentes al entorno escolar.