Cooperative Learning and the Collaborative School: Readings from Educational Leadership
Ronald S. Brandt
Association for Supervision and Curriculum Development, 1991 - Education - 214 pages
Cooperation in the classroom counteracts well-established routines and values that nearly all adults and many educators take for granted. Education remains a fiercely competitive enterprise, and individualistic notions of professionalism predominate. Despite the continued importance of independence, initiative, and personal achievement, today's schools are experimenting with consideration, sharing, collegiality, and commitment to group goals. This volume contains readings from recent editions of "Educational Leadership" on cooperative learning and collaborative schools, beginning with Robert Slavin's introduction and Ronald Brandt's insistence that cooperation is not un-American. The articles in the second section discuss various cooperative learning models, including Team Assisted Individuation, Cooperative integrated Reading and Composition, and Group Investigation. The third section is devoted to implementation of cooperative learning, and the fourth section highlights the idea of schools as caring communities developed through group work. The sixth section provides ideas on how to get started, and the seventh section summarizes controversies among various researchers. The final section presents articles on the collaborative school, focusing on developing teacher collegiality, cooperative professional development, and school improvement efforts. The volume ends with an extensive annotated bibliography divided into nine parts. (MLH)
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ability grouping academic activities advisors Alfie Kohn behavior Child Development Project CIRC classroom collaborative collegial competitive coop cooperative groups cooperative learning groups cooperative learning methods cooperative learning strategies curriculum dents discussion district edited Educa Educational Leadership Educational Psychology Educational Research effects of cooperative erative learning evaluation experience group goals Group Investigation group members group rewards Hertz-Lazarowitz individual accountability individualistic instruction interpersonal attraction intrinsic motivation Jigsaw Johns Hopkins University Johnson and Johnson Journal Kagan Kulik lesson Madden mainstreamed Marin County materials math mathematics ment meta-analysis Middle Schools models of teaching motivation participants peer coaching planning positive practice problems professional R. T. Johnson Robert Slavin Roger Johnson role school improvement school-based management scores Sharan share Slavin small groups social skills STAD staff development structures student achievement Student Team Learning success task teachers tion tional tive learning