Teachers' reflections on cooperative learning: Issues of implementation

Gillies, Robyn M.; Boyle, Michael

doi:10.1016/j.tate.2009.10.034

Cited by 314 publications

(327 citation statements)

References 38 publications

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“…Albeit, there are findings indicating that friendship may support both learning and non-taskrelated activities. Gillies and Boyle (2010) conclude that the evidence is ambiguous. A compromise or suggestion (Blatchford et al, 2003) is to include the students in the discussion and make a joint decision.…”

Section: Of Membersmentioning

confidence: 95%

“…Gender and friendship seems to be more important (Wheelan, 1996). However, some results indicate that students, in general, benefit from working in mixed-ability groups (Gillies & Boyle 2010). This is in particular true about high-and low-ability students that may profit from heterogeneous groups (Gillies & Boyle 2010;Lou et al, 1996).…”

Section: Of Membersmentioning

confidence: 99%

“…Thus, the students' experiences seem to be supported by research. Too large of groups can hinder participation in discussions (Gillies & Boyle, 2010;Lou et al, 1996;Webb, 1989). It has also been found that triads may result in possible domination of the third member by the other two members, especially if there are two boys and one girl in the group (Cullingford, 1988;Slavin, 1990;Webb, 1991).…”

Section: Research Confirming the Students' Opinions About Organisatiomentioning

confidence: 99%

“…Group composition may be carried out in several ways (Lou et al, 1996), but as Gillies and Boyle (2010) highlight, the formation of groups is often completed by the teacher without any further considerations for composition or group activity. If the allocation is self-assigned, there might be a higher risk of an increasing social division in the class based on, for instance, gender or ability (Blatchford et al, 2003) and also friendship or housing.…”

Section: Of Membersmentioning

confidence: 99%

“…Comprehensive research reviews and studies (Gillies & Boyle, 2010;Lou et al, 1996;Slavin, 1996) have verified that learning in groups has several advantages compared with traditional lessons. Even if group work is defined as "pupils working together as a group or a team" (Blatchford, Kutnick, Baines, & Galton, 2003, p. 155), it is important to differentiate between working in a group and working as a group.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ leadership and students’ experience of group work

Chiriac

Granström

2012

Teachers and Teaching

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Section: Of Membersmentioning

confidence: 95%

Section: Of Membersmentioning

confidence: 99%

Section: Research Confirming the Students' Opinions About Organisatiomentioning

confidence: 99%

Section: Of Membersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ leadership and students’ experience of group work

Chiriac

Granström

2012

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Peer learning efficacy analysis on undergraduate software design course

Cheng

Chen

2017

Comp Applic In Engineering

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Knowledge sharing and peer learning are important characteristics for learning similar engineering topics, especially suitable for the learning in college. Software design is an advanced required course for software engineering departments. However, most students might have no enough incentives to learn it by themselves.To distinguish the performance of the peer learning, we adopted the peer learning in software design course to analyze the possibility of adoption. Our selected course was a junior major and held on the second semester. Its regulations are declared twice before the due date of the course selection. Students can group their peer learning team by at most three ones, so they can choose as individual learning. Both review and summary quizzes were held at the first and the last 15-min in the Moodle every week, respectively. There were 34 students attending this experiment with four 3-student groups, five 2-student groups, and 12 singles. A web-based tool was designed to illustrate the peer learning performance and students can browse their own score

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Strategy Instruction Shifts Teacher and Student Interactions During Text‐Based Discussions

Boardman

Boelé

Klingner

2017

Reading Research Quarterly

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A B S T R A C TThis study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading (CSR), where students learn to apply before-, during-, and after-reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students (N = 184) participated as part of a two-year efficacy trial of CSR. Discourse analysis was used to compare the differences in teacher-student talk when the teacher and the text remained the same across typical instruction and CSR lessons. Results indicated that strategybased collaborative practices offered opportunities for discourse patterns that were not observed in typical lessons. Overall, a higher proportion of talk in CSR lessons focused on discussing the text when compared with lessons without CSR. Features of student-teacher interactions during strategy-based instruction included more student and teacher academic talk turns, a higher ratio of student talk to teacher talk, longer sequences of student-student exploratory talk, less teacher talk focused on giving information, and the use of reading strategies to facilitate discussion about text content. Findings suggest that strategy instruction models can increase the dialogic nature of classrooms by resituating the location of knowledge as distributed among students, with talk and strategies as tools to improve comprehension.

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Teachers' reflections on cooperative learning: Issues of implementation

Cited by 314 publications

References 38 publications

Teachers’ leadership and students’ experience of group work

Teachers’ leadership and students’ experience of group work

Peer learning efficacy analysis on undergraduate software design course

Strategy Instruction Shifts Teacher and Student Interactions During Text‐Based Discussions

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