Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education

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Impact of a sustained Cooperative Learning intervention on student motivation (2017, background): “…reported a positive influence of this model on students’ motivation and engagement (Dyson and Strachan 2000, 2004; Dyson, Linehan, and Hastie 2010; Goodyear, Casey, and Kirk 2014; Lafont, Proeres, and Vallet 2007), but all of them ‘rely on teachers’ and students’ subjective interpretation’…”
Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature (2015, background): “Positive interdependence (often implemented through student roles inherent within learning teams; Dyson, 2001, 2002; Goodyear et al., 2014; Goodyear, Casey, & Kirk, 2013) and individual accountability (often implemented through member signatures, peer feedback, constant monitoring and interactions…”
Teacher peer support in social network sites (2016, background): “This can be understood in the context of the findings by Goodyear et al (2014), that teachers were more likely to post and tweet about their practice as their confidence increased.”