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Co-Operative Learning


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Table of Contents

1. An Historical Review of the Use of Groups to Promote Socialization and Learning - R. M. Gillies & A. F. Ashman; 2. Fostering Social Development in Preschool and the Early Elementary Grades Through Cooperative Classroom Activities - V. Battistich & M. Watson; 3. Structuring Cooperative Learning Experiences in Primary School - R. M. Gillies; 4. Cooperative Learning in Secondary Education: A Curriculum Perspective - J. Terwel; 5. From Cooperation to Collaboration: Helping Students Become Collaborative Learners - K. McWhaw, H. Schnackenberg, J. Sclater & P. C. Abrami; 6. Peer-Mediation and Students with Diverse Learning Needs - A. F. Ashman; 7. Who Gains What From Cooperative Learning: An Overview of Eight Studies - H. Shachar; 8. Student Assessment Practices in Cooperative Learning -J. A. Ross and Carol Rolheiser; 9. Student Motivation in Cooperative Groups: Social Interdependence Theory - D. W. Johnson & R. T. Johnson; 10. Computer Support for Collaborative Learning of Child Pedestrian Skills - H. Foot, A. Tolmie, J. Thomson, K. Whelan, S. Morrison & P. Sarvary; 11. Peer Support Networks in School and Community Settings - A. F. Ashman & R. M. Gillies; 12. Large Classes and Small Groups: A Social Systems Approach - S. Sharan; 13. Guiding Intellectual and Personal Growth Across Educational Contexts - A. F. Ashman & R. M. Gillies

About the Author

Adrian Ashman is Professor of Education at the University of Queensland Robyn Gillies is at the University of Queensland, Australia


'It makes a revealing contribution to debates about how we group students in class ... a powerful and cogent collection of research which will help those of us trying to develop an assessment for learning strategy in which students work collaboratively to support each other's learning.' - Times Educational Supplement

''This is a book that has something for everyone with an interest in cooperative learning. That said, it also provides sufficient depth and background information to engage readers that have had little or no previous involvement in this area.' - Educational Psychology

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