The plot thickens: supporting pre-service teachers in authentic use of cooperative learning through the Storypath instructional approach

Stevahn, Laurie; McGuire, Margit E.

doi:10.1080/02607476.2017.1321674

Cited by 9 publications

(6 citation statements)

References 10 publications

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“…Deutsch (1973) suggested that social situations can be divided into (a) promotive interdependence, (b) contrient interdependence, and (c) non-interdependence, corresponding to co-operative, competitive, and individualistic goal orientations. When members of a group perceive that their fate is co-operatively linked to others in such a way that they can achieve their goal only if everyone achieves their goal, "inducibility" (Deutsch, 1973, p. 25) is more likely; that is, members will facilitate each other's success (Shimizu et al, 2020;Stevahn & McGuire, 2017). If they perceive that others are working on the same goal, they tend to like other group members and they are more willing to specialize, leading to improvements in efficiency (Johnson & Johnson, 2009).…”

Section: Workplace Dignitymentioning

confidence: 99%

Program Planner Dignity and Negotiation in Collaborative Projects

Baldwin

Magnuson

2023

CJSAE

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In this qualitative interpretivist study, we investigated the types of interactions and negotiations that supported or constrained adult education program planners’ capacity to act, conceptualized as dignity. Data were drawn from interviews with 14 program planners working in collaborative partnerships in U.S. underperforming urban schools. Planner dignity is supported by practice-focused relationships, jointly developing new practices, and program success. Dignity is constrained by organizational hierarchy, unmanageable daily expectations, and ineffective feedback mechanisms causing distance between planners and fracturing the planning table. Dignity affirmation or constraint affect planner uncertainty regarding access to students and resources, control over one’s time, and accountability. Social conditions also affect the quality of interactions. Individualistic and competitive orientations constrain dignity and impede negotiation practices. Co-operative goal orientations support bargaining and consultative problem-solving negotiations; however, these were less common. Findings advance understanding of interactions that underlie and evolve effective negotiation.

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Section: Workplace Dignitymentioning

confidence: 99%

Program Planner Dignity and Negotiation in Collaborative Projects

Baldwin

Magnuson

2023

CJSAE

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“…This shows that students still have the motivation to play an active role in the group. Stevahn et al (2017) describes cooperation between students who pursue success, encourage each other to work together, and learn to work together regardless of ethnic background or whether they are male or female, intelligent or struggling, disabled or no, still rare. Therefore, the learning together technique, which is one of the cooperative learning methods, is more effective than traditional learning methods in improving listening comprehension and listening skills (Casey et al, 2019).…”

Section: Conventional Poementioning

confidence: 99%

Ethnobioconservation with a Predict, Observe, Explain (POE) Strategy Against Student Cooperative Skills

Papilaya

Tuapattinaya²

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Student cooperative skills are an internal representation of the conceptual understanding of Maluku's natural resource conservation biology. Currently, students still have difficulty explaining the relationship between biological conservation and biological, physical and chemical conditions of a natural resource phenomenon, at a concrete level. These difficulties require research, through Predict, Observe, Explain (POE) Strategy, Ethnobioconservation Development of Maluku Natural Resources. This study aimed to reveal the development and differences in students' cooperative skills after learning Bioconservation with POE and conventional learning. Indicators of students' cooperative skills were adapted from Johnson, & Holubec, (2002). The topic of Maluku Natural Resources Ethnobioconservation combined with the POE Strategy consists of five topics, namely 1) Burning rocks in Maluku Tenggara Barat Indonesia; 2) Sasi Lompa Opening Ceremony in Haruku Village, Maluku Indonesia; 3) Timba Laor, Latuhalat Village, Ambon Maluku Indonesia; 4) Meti Kei Ceremony in Southeast Maluku Indonesia; and 5) The Opening Ceremony of Sasi Teripang in Noloth Village, Saparua Island, Maluku Indonesia. The findings indicated that the POE strategy resulted in better student cooperative skills. The N-Gain scores of students in the class using the POE and conventional strategies were found to be 71.43 and 47.73, respectively. Meanwhile, the value of coopetarif skills was higher (36.67%) compared to conventional learning. Thus, it can be concluded that POE Strategy learning is effective in increasing the cooperative skills of students. This research recommends that POE is very important and useful for use in biology learning. because the POE strategy facilitates student concept change

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“…Cooperative learning has been identified as one of the most promising methodologies, considering all types of teaching methods associated with fostering student growth. Consequently, in the last few years, extensive scientific reviews have been focused on pre-service teachers in relation to their improved academic performance [11,[38][39][40]; their motivation [41,42]; and their perceptions in group work [43][44][45].…”

Section: Related Workmentioning

confidence: 99%

Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

2020

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There is a growing interest in the study of active methodologies, especially cooperative learning. It will allow for skills related to the positive interdependence between the components of a group, individual responsibility, the encouragement of interaction, and the development of social skills to be put into practice by pre-service teachers, as well as for the sharing and assertiveness of the ideas of teamwork. The purpose of this study is to predict those variables that significantly positively affect pre-service teachers’ perceptions about the use of cooperative learning methodology in their initial training at university once it has been put into practice in the classroom for 3 months. For this, a quasi-experimental design was implemented to enable its practice, and subsequently the perceptions of the pre-service teachers were collected through the use of a questionnaire. The sample was composed of 140 pre-service teachers from the Faculty of Education of the University of Almeria (Spain). The overall results of the study determined that the interest of pre-service teachers in their subject, age, attendance of practical classes, and the type of education level they have had access to positively affect the perceptions of pre-service teachers, while positive academic performance causes a decline. These findings highlight the need to continue research, mainly on the question of why working in cooperative groups causes a decrease in academic performance.

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The plot thickens: supporting pre-service teachers in authentic use of cooperative learning through the Storypath instructional approach

Cited by 9 publications

References 10 publications

Program Planner Dignity and Negotiation in Collaborative Projects

Program Planner Dignity and Negotiation in Collaborative Projects

Ethnobioconservation with a Predict, Observe, Explain (POE) Strategy Against Student Cooperative Skills

Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

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