國立虎尾科技大學 |

Teachers' Perceptions and Experiences with the Implementation of Cooperative Learning.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teachers' Perceptions and Experiences with the Implementation of Cooperative Learning./
作者:	Jackson, Jennifer.
面頁冊數:	1 online resource (195 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355555295

Teachers' Perceptions and Experiences with the Implementation of Cooperative Learning.
Jackson, Jennifer.

Teachers' Perceptions and Experiences with the Implementation of Cooperative Learning. - 1 online resource (195 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

Includes bibliographical references

Cooperative learning assists students to use their experiences, knowledge, and beliefs to increase understanding through collaborative learning activities. The purpose of this study was to discover teachers' perceptions of cooperative learning and their experiences using these strategies in third-grade classrooms. The study investigated how teachers with extensive experience intended to continue to use cooperative learning over time. Upon review of the literature, no study was found that focused on teachers' experiences and perceptions regarding the use of cooperative learning in third-grade classes. As a result, the present study was designed to examine the experiences and perceptions of third-grade teachers in a single school district in Florida using a basic qualitative procedure that incorporated face-to-face interviews with 12 participants. The interviews were recorded, and participants' responses were transcribed from audiotapes of the interviews. During the interviews, the researcher's observations were recording through the use of field notes. Data from these sources were arranged into categories, and patterns and themes were identified to derive meaning from the participants' perceptions and experiences. There was a widespread desire for additional training on the part of the teachers. Participants believed that adequate training impacted their capability to successfully use cooperative learning strategies in their classrooms. Additionally, participants believed that cooperative learning strategies improved the learning processes and student outcomes. Participants noted improved accountability among students, both individually and within groups. Teachers received district training and school follow-up support to more effectively use cooperative learning strategies. The goal of this training was to help teachers meet a range of diverse student learning needs. Through cooperative learning training, hosted by the school district, teachers familiarize themselves with basic cooperative learning modules, implementation strategies, and benefits associated with the practice. The research demonstrated that cooperative learning allows teachers to teach standards-based instruction while addressing different learning needs within the classroom. It was shown that students and teachers in this study need to be accountable to each other when using cooperative learning. The outcome of the research also revealed that educators have an expressed desire for more training, not because they lack knowledge of cooperative learning but because they want to utilize the learning strategies to a greater extent in the classrooms. In essence, the participants intended to continue to apply cooperative learning across all subjects to meet student needs and aid the learning process.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355555295Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers' Perceptions and Experiences with the Implementation of Cooperative Learning.
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520 $a Cooperative learning assists students to use their experiences, knowledge, and beliefs to increase understanding through collaborative learning activities. The purpose of this study was to discover teachers' perceptions of cooperative learning and their experiences using these strategies in third-grade classrooms. The study investigated how teachers with extensive experience intended to continue to use cooperative learning over time. Upon review of the literature, no study was found that focused on teachers' experiences and perceptions regarding the use of cooperative learning in third-grade classes. As a result, the present study was designed to examine the experiences and perceptions of third-grade teachers in a single school district in Florida using a basic qualitative procedure that incorporated face-to-face interviews with 12 participants. The interviews were recorded, and participants' responses were transcribed from audiotapes of the interviews. During the interviews, the researcher's observations were recording through the use of field notes. Data from these sources were arranged into categories, and patterns and themes were identified to derive meaning from the participants' perceptions and experiences. There was a widespread desire for additional training on the part of the teachers. Participants believed that adequate training impacted their capability to successfully use cooperative learning strategies in their classrooms. Additionally, participants believed that cooperative learning strategies improved the learning processes and student outcomes. Participants noted improved accountability among students, both individually and within groups. Teachers received district training and school follow-up support to more effectively use cooperative learning strategies. The goal of this training was to help teachers meet a range of diverse student learning needs. Through cooperative learning training, hosted by the school district, teachers familiarize themselves with basic cooperative learning modules, implementation strategies, and benefits associated with the practice. The research demonstrated that cooperative learning allows teachers to teach standards-based instruction while addressing different learning needs within the classroom. It was shown that students and teachers in this study need to be accountable to each other when using cooperative learning. The outcome of the research also revealed that educators have an expressed desire for more training, not because they lack knowledge of cooperative learning but because they want to utilize the learning strategies to a greater extent in the classrooms. In essence, the participants intended to continue to apply cooperative learning across all subjects to meet student needs and aid the learning process.
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