Teaching Cooperative Learning: The Challenge for Teacher Education

By E. Cohen, C. Brody, M. Sapon-Shevin. 2004

150 citations recorded by the source corpus.

This book focuses on the value and practice of cooperative learning (my italics) in a number of pre-service programmes run by various institutions mainly in North America, with just one example from Europe (Germany). It also opens up a number of related issues which, together with cooperative learning, can be very relevant to teacher educators elsewhere in the world. The first part is foreworded by Yael Sharan and edited by a team of three scholars of cooperative learning, including Elisabeth Cohen who directed the program for ‘Complex Instruction’ at Stanford University for twenty years. Here the reader can find detailed descriptions and

Subfields: Communication, Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/de2bfd8bf6435154746b361357c64afec04ba2f1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Hilde Van Keer

In Developmental and Educational Psychology

1. Neil Davidson
2. A. Aelterman
3. Hilde Van Keer
4. Claire H. Major
5. Lisa M. Jilk

In Human Factors and Ergonomics

1. A. Aelterman
2. Hilde Van Keer

Citations in the corpus

• Supporting Teacher Noticing of Students' Mathematical Strengths (2016, background): “Within this system, the CI framework aims to “disrupt typical hierarchies of who is ‘smart’ and who is not” (Cohen & Lotan, 2014; Sapon-Shevin, 2004, p. 3) by developing a mixed set of expectations for competence (discussed below) and promoting equal-status interactions amongst students as they…”
• Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning (2014, background): “Cohen, Brody, and Sapon-Shevin (2004) describe various university programs in teacher education for cooperative learning.”
• Examining pre-service teacher competence in lesson planning pertaining to collaborative learning (2012, background): “Consequently, this creates a challenge for teacher education, which has the responsibility to familiarize student teachers with the background of CL as a teaching strategy and the actual implementation of it in practice (Veenman et al. 2002, Cohen et al. 2004).”