This collection of theoretical and empirical research addresses the most recent advances in cooperative learning and its applications, implications, and effects on teachers and students at both the elementary and secondary levels. The central concern of the contributors is how a set of particular instruction methods affects people in classrooms and what this form of instruction contributes or fails to contribute to them. In their attempt to illuminate some of the major effects of cooperative learning methods, the contributors discuss a number of theoretical and practical issues not covered elsewhere, including the effects of cooperative learning on teachers, on high school science studies, on student motivation, and on the acquisition of group process and learning skills. Educational psychologists and researchers as well as teachers in training will find Cooperative Learning an illuminating source of information about a model of teaching that, the contributors argue, produces a wide range of positive effects on both the teacher and student populations.
Taken together, these chapters demonstrate a wider applicability and more socially and psychologically important impacts of cooperative learning than have been documented before. Among the topics addressed are cooperative learning and achievement, treating status problems in the cooperative classroom, cooperative learning models, teachers' verbal behavior in cooperative and whole-class instruction, and the effects of cooperative learning on ethnic relations. The contributors are united in their belief that cooperative learning promises to provide a viable alternative to the predominantly verbal-presentation type of teaching that is still the norm in most Western classrooms. The research reported here will help establish a central role for cooperative learning methods in the training and practice of classroom instruction as we enter the 1990s.

Cooperative Learning: Theory and Research

Education & Teaching

Sharan, Shlomo

Schools & Teaching

Praeger

This professional reference provides a broad picture of cooperative learning methods. The volume includes descriptions of the main generic methods of instruction, applications of cooperative learning to various subject-matter disciplines, and discussions of the implementation of cooperative learning in schools. The book is divided into three sections. The first, on methods, includes chapters on the fundamental strategies of cooperative learning. The second, on applications, provides practical information on the use of cooperative learning in mathematics, science, and language arts instruction. The third, on implementation, contains chapters on the creation and administration of cooperative learning programs in schools. Each chapter in this reference is written by an expert contributor and mentions current sources of additional information. Thus, the book is a comprehensive collection of practical information for all those interested in cooperative learning.

Handbook of Cooperative Learning Methods (Greenwood Educators' Reference Collection)

Handbook of Cooperative Learning Methods

Greenwood

Expanding Cooperative Learning Through Group Investigation

Book by Sharan, Shlomo, Sharan, Yael

Sharan, Yael

Teachers College Pr

Group Investigation - a method for classroom instruction in which students work collaboratively in small groups, and take an active part in establishing their learning goals - continues to gain popularity. With increased interest has come the need for a comprehensive work on the subject - a thesis, a research review, and handbook. In this book, the authors provide an explanation of the philosophy, foundations, and current practice of Group Investigation. The authors give suggestions for ways of developing in a class the necessary discussion and cooperative skills, as well as detailed examples of projects in elementary and upper grades. In addition, they examine the experimental evidence of the method's effectiveness. The Sharans conclude with a presentation of two training programmes, one for teachers applying Group Investigation for the first time, and the other for those with some experience in cooperative learning who wish to expand and refine their techniques. This book should prove an indispensable tool for pre-and in-service teachers, staff developers, and other professionals dissatisfied with traditional "whole class" teaching and wishing to create with their students a learning environment where they are facilitators of cooperative inquiry, guides to acquisition of social skills, and active participants in a rewarding learning process.

Text: English, Hebrew (translation)

Small-group teaching

Educational Technology Publications

Schools are described as social systems whose primary organizational features are closely interrelated. Methods for coordinating these features are presented so schools can restructure their bureaucratic orientation. The interrelated nature of a school's various subsystems is highlighted to point out how they can be coordinated so genuine restructuring can be achieved and maintained.
Each model of organization in a school―bureaucratic, systems, and communal―displays its own distinguishing characteristics, and each one governs different aspects of people's behavior in schools. The decisive questions are: which behavioral patterns of the people in the school will be governed by each model, and what will be the relative extent to which each model influences the nature of the relationships and educational processes in the school?
Restructured schools emphasize the systems and communal models in their organizational and instructional norms, with bureaucratic norms mainly governing routine administrative procedures, while in traditional schools the bureaucratic model yields decisive influence on curricular structure, classroom teaching models, and staff relations, as well as on administrative features of the school. This book spells out a systems and communal approach to organization, curriculum, and instruction. It describes how to adopt an investigative approach to learning, often with cooperative groups of students, coupled with a trans-disciplinary approach to curricular structure and with a restructured schedule of classes to allow for in-depth study of broad intellectual domains.

The Innovative School: Organization and Instruction

Levine, Tamar

Shachar, Hanna

Crossovers: Anti-zionism and Anti-semitism

Crossovers compares Jewish anti-Zionism and Palestinian anti-Semitism from political and philosophical points of view. The authors' goal is to expose what is unique about these phenomena, and what they share, so that both ideologies and their practical impact can be better understood.The authors identify a symbiotic relationship between anti-Semitic Palestinian doctrines and those Jews who are anti-Zionists. There has been a great deal of research on these as separate phenomena, but there has thus far been no research that has noted their similarities. Palestinian anti- Semitism and Jewish anti-Zionism may stem from different sources, but they have similar consequences. Palestinian views derive from religious Islamic as well as nationalist- Arab roots, while the views of anti-Zionist Jews grew out of an ideological-Marxist-Trotskyite background. But both share a common goal: the destruction of the Jewish-Zionist nation, and a common strategy, to achieve a bi-national state as a first stage in the march to this goal.Jewish history is replete with examples of how Jews have ignored repeated threats and acts of violence against them. That characteristic of Jews reflects their Messianic belief, but it lacks a basis in history. That belief has resisted change even in the face of threats that were obvious and that have endangered Jewish lives in the past. Contemporary anti-Zionists share this optimistic outlook. Paradoxically, while the Jewish-Zionist State of Israel contends in public that another Holocaust will not happen and is patently impossible, the lesson of recent Jewish history is that a Holocaust can happen again. This work is unrelenting in its criticisms and tough minded in its assessments of the future. It merits careful, serious reading.

Reference

Routledge

A major problem confronting schools is that many students are turned off from learning and are bored. Boredom is destructive of learning. The No Child Left Behind (NCLB) initiative of the US government (2001) stemmed from the claim – accompanied by sharp debates pro and con – that many schools in the United States fail to achieve basic educational objectives, and that many schools are doing a poor job for a wide variety of reasons and surely not just because of student boredom (Brigham, Gustashaw, Wiley, & Brigham, 2004; Essex, 2006; Goodman, Shannon, Goodman, & Rapoport, 2004; Sunderman, Tracey Jr. , Kim, & Orfield, 2004). The model of school organization and instruction presented here seeks to provide an effective plan for significant improvement in secondary school education, one of whose central aims is to make students genuinely engaged in what they are learning. The NCLB legislation emphasizes, inter alia, the need for school improvement. Without it one cannot reasonably anticipate improvement over current levels in student engagement in learning and in academic achievement. The NCLB literature frequently employs the term “school improvement” to refer to the quality of the teachers, such as their academic credentials, instructional competence, and their knowledge of subject matter. Similarly, “school restructuring” is said to include steps such as transforming the school into a charter school, replacing the teaching staff, or inviting a private company to administer the school. The use of those terms in this work is distinctly different.

Organizing Schools for Productive Learning

Chin Tan, Ivy Geok

Springer

Crossovers compares Jewish anti-Zionism and Palestinian anti-Semitism from political and philosophical points of view. The authors' goal is to expose what is unique about these phenomena, and what they share, so that both ideologies and their practical impact can be better understood. The authors identify a symbiotic relationship between anti-Semitic Palestinian doctrines and those Jews who are anti-Zionists. There has been a great deal of research on these as separate phenomena, but there has thus far been no research that has noted their similarities. Palestinian anti- Semitism and Jewish anti-Zionism may stem from different sources, but they have similar consequences. Palestinian views derive from religious Islamic as well as nationalist- Arab roots, while the views of anti-Zionist Jews grew out of an ideological-Marxist-Trotskyite background. But both share a common goal: the destruction of the Jewish-Zionist nation, and a common strategy, to achieve a bi-national state as a first stage in the march to this goal. Jewish history is replete with examples of how Jews have ignored repeated threats and acts of violence against them. That characteristic of Jews reflects their Messianic belief, but it lacks a basis in history. That belief has resisted change even in the face of threats that were obvious and that have endangered Jewish lives in the past. Contemporary anti-Zionists share this optimistic outlook. Paradoxically, while the Jewish-Zionist State of Israel contends in public that another Holocaust will not happen and is patently impossible, the lesson of recent Jewish history is that a Holocaust can happen again. This work is unrelenting in its criticisms and tough minded in its assessments of the future. It merits careful, serious reading.

See the best price to sell, buy, or rent books by Sharan, Shlomo. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Sharan, Shlomo

See the best price to sell, buy, or rent books by Sharan, Shlomo. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Cooperative Learning: Theory and Research

Handbook of Cooperative Learning Methods (Greenwood Educators' Reference Collection)

Handbook of Cooperative Learning Methods

Expanding Cooperative Learning Through Group Investigation

Expanding Cooperative Learning Through Group Investigation

Small-group teaching

The Innovative School: Organization and Instruction

Crossovers: Anti-zionism and Anti-semitism

Organizing Schools for Productive Learning

Crossovers: Anti-zionism and Anti-semitism