000			04142nam a22004455i 4500
001			978-0-387-70892-8
003			DE-He213
005			20250710084011.0
007			cr nn 008mamaa
008			100301s2008 xxu| s |||| 0|eng d
020			_a9780387708928 _a99780387708928
024	7		_a10.1007/978-0-387-70892-8 _2doi
082	0	4	_a371.3 _223
100	1		_aGillies, Robyn M. _eeditor.
245	1	4	_aThe Teacher's Role in Implementing Cooperative Learning in the Classroom _h[recurso electrónico] / _cedited by Robyn M. Gillies, Adrian F. Ashman, Jan Terwel.
264		1	_aBoston, MA : _bSpringer US, _c2008.
300			_bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aComputer-Supported Collaborative Learning ; _v8
505	0		_aSocial Interdependence Theory and Cooperative Learning: The Teacher's Role -- Beyond the Classroom and into the Community: The Role of the Teacher in Expanding the Pedagogy of Cooperation -- Pupil Grouping for Learning: Developing a Social Pedagogy of the Classroom -- Structuring Peer Interaction to Promote Higher-Order Thinking and Complex Learning in Cooperating Groups -- Cooperative Learning and Literacy Instruction in Middle Level Education -- Structuring Group Interaction to Promote Thinking and Learning During Small Group Learning in High School Settings -- Feedback and Reflection to Promote Student Participation in Computer Supported Collaborative Learning: A Multiple Case Study -- School and Inclusive Practices -- Developing Language and Mastering Content in Heterogeneous Classrooms -- Teacher Practices and Small-Group Dynamics in Cooperative Learning Classrooms -- Explanation Giving and Receiving in Cooperative Learning Groups -- Teachers' and Students' Verbal Behaviours During Cooperative Learning.
520			_aCooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers' discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. Although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of the challenges and issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors' own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.
650		0	_aEDUCATION.
650	1	4	_aEDUCATION.
650	2	4	_aLEARNING & INSTRUCTION.
650	2	4	_aEDUCATIONAL TECHNOLOGY.
650	2	4	_aCOMPUTERS AND EDUCATION.
700	1		_aAshman, Adrian F. _eeditor.
700	1		_aTerwel, Jan. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387708911
830		0	_aComputer-Supported Collaborative Learning ; _v8
856	4	0	_uhttp://dx.doi.org/10.1007/978-0-387-70892-8 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c58179 _d58179