Autonomy and Responsibility Journal of Educational Sciences最新文献

A virtual peer tutoring project to improve communication skills 一个虚拟的同伴辅导项目，以提高沟通技巧

Autonomy and Responsibility Journal of Educational Sciences Pub Date : 2023-10-03 DOI: 10.15170/ar.2023.8.1.4.

Ivet Garriga, Maria González, David Duran

引用次数: 0

Network of International Cooperative Learning Educators and Enthusiasts (NICLEE): Cultivating Global Connections 国际合作学习教育者和爱好者网络(NICLEE):培养全球联系

Autonomy and Responsibility Journal of Educational Sciences Pub Date : 2023-10-03 DOI: 10.15170/ar.2023.8.1.6.

Ferenc Arató, Neil Davidson, Laurie Stevahn, Yael Sharan

引用次数: 0

Another Milestone for the Future of Education – A Summary of a Half-Century 未来教育的另一个里程碑——半个世纪的总结

Autonomy and Responsibility Journal of Educational Sciences Pub Date : 2023-10-03 DOI: 10.15170/ar.2023.8.1.8.

Ferenc Arató

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“Hurray for Reflection!” – A Handbook for Connecting Reflective Practice and Cooperative Learning “反思万岁!”——《连接反思实践和合作学习的手册》

Autonomy and Responsibility Journal of Educational Sciences Pub Date : 2023-10-03 DOI: 10.15170/ar.2023.8.1.9.

Katalin Olah

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Teachers’ professional development for cooperative learning: A constructive controversy between long-term versus short-term professional development 合作学习的教师专业发展:长期专业发展与短期专业发展的建设性争论

Autonomy and Responsibility Journal of Educational Sciences Pub Date : 2023-10-03 DOI: 10.15170/ar.2023.8.1.5.

Beathe Liebech- Lien, Eva Hammar Chiriac, Neil Davidson

{"title":"Teachers’ professional development for cooperative learning: A constructive controversy between long-term versus short-term professional development","authors":"Beathe Liebech- Lien, Eva Hammar Chiriac, Neil Davidson","doi":"10.15170/ar.2023.8.1.5.","DOIUrl":"https://doi.org/10.15170/ar.2023.8.1.5.","url":null,"abstract":"Abstract: Previous scientific research has recognised the pedagogical model of cooperative learning (CL) as a best-practice pedagogy, which facilitates students’ academic and social learning. Teachers are crucial for implementing CL in the classroom. While they value the method, they often find it complex and challenging to use. Thus, it is crucial to support effective CL professional development (PD) for teachers. Various approaches, forms and lengths of PD in CL are available for teachers, and long- and short-term approaches have been debated in the literature. Based on the perspective of constructive controversy, the goal of this study is to examine teachers’ PD in CL, with a particular focus on long- and short-term PD. Drawing on our different perspectives and experiences with long- and short-term PD in CL, we aim to contribute knowledge that can support teachers’ learning and implementation of CL. To provide insights and reflections along with theoretical findings, we utilise a narrative approach, with one narrative on long-term PD and one on short-term PD. One issue that becomes clear is the lack of a consensus on what counts as PD for teachers, as PD is a holistic multidimensional construct. We propose four common characteristics that should be considered in developing successful PD regardless of the CL approach or the length of the PD: 1) It enables participating teachers to acquire a shared understanding and knowledge of the theoretical framework of CL; 2) It supports teachers in taking ownership of CL; 3) It involves collaboration (in different forms); and 4) It includes support structures. While both long- and short-term PD can support teacher learning, how the time is used is the most important factor for a successful outcome. Hence, short-term PD is better than no PD at all.","PeriodicalId":338412,"journal":{"name":"Autonomy and Responsibility Journal of Educational Sciences","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Cooperative Learning to Teach the Sustainable Development Goals 利用合作学习教授可持续发展目标

Autonomy and Responsibility Journal of Educational Sciences Pub Date : 2023-10-03 DOI: 10.15170/ar.2023.8.1.3.

George M Jacobs, Chenghao Zhu, Meng Huat Chau, Qingli Guo, Jasper Roe

引用次数: 0

Seven Ways of Constructing Knowledge through Cooperative Learning 通过合作学习构建知识的七种方式

Autonomy and Responsibility Journal of Educational Sciences Pub Date : 2023-10-03 DOI: 10.15170/ar.2023.8.1.2.

Ferenc Arató

{"title":"Seven Ways of Constructing Knowledge through Cooperative Learning","authors":"Ferenc Arató","doi":"10.15170/ar.2023.8.1.2.","DOIUrl":"https://doi.org/10.15170/ar.2023.8.1.2.","url":null,"abstract":"This article presents seven ways to construct knowledge through cooperative learning. The first part of the article provides a comprehensive examination of how deeply constructivist and cooperative learning discourses are interconnected and have interfaced with each other over the last five decades. The article highlights how the two concepts have influenced each other and how their combination can lead to a more effective learning experience. The second part of the article is devoted to explaining the seven ways of constructing knowledge in cooperative learning settings. Each of the seven ways - interactive, positively interdependent, synergic, synoptic, multicontextual, interferential, and action-based - is discussed in detail, with specific examples provided to illustrate how each approach works in practice. The overall aim of the article is to assist educators and researchers in understanding the various cooperative learning approaches and their potential benefits in constructing knowledge. The article emphasizes the importance of adopting simple cooperative approaches for efficient knowledge construction, and the importance of educators and researchers adapting these approaches to meet the needs of their students.","PeriodicalId":338412,"journal":{"name":"Autonomy and Responsibility Journal of Educational Sciences","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Strategies Promoting Dialogic Talk during Cooperative Learning 合作学习中促进对话的策略

Autonomy and Responsibility Journal of Educational Sciences Pub Date : 2023-10-03 DOI: 10.15170/ar.2023.8.1.1.

Robyn M. Gillies

{"title":"Strategies Promoting Dialogic Talk during Cooperative Learning","authors":"Robyn M. Gillies","doi":"10.15170/ar.2023.8.1.1.","DOIUrl":"https://doi.org/10.15170/ar.2023.8.1.1.","url":null,"abstract":"The role of talk in the construction of knowledge and learning has gathered interest in recent years as studies have been published that demonstrate the importance of social interaction in promoting cognitive development and academic learning. While there is a large volume of research that attests to the benefits that students derive when they work cooperatively together, it is only in the last 30 years that studies have been published that demonstrate how students learn by interacting with others and how teachers can utilise this information to create classroom experiences to ensure these benefits are realised. This article discusses the role of dialogic talk during cooperative learning and its capacity to promote students’ thinking and learning. The article provides insights into how one teacher used dialogic talk in her classroom to promote student interactions, thinking and learning. It also provides an example of how students in one small group listened to each other, asked questions, sought clarifications, and provided reasons and justifications for their suggestions as they considered the perspectives of others on how to construct an earthquake proof building.","PeriodicalId":338412,"journal":{"name":"Autonomy and Responsibility Journal of Educational Sciences","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Contemporary Global Perspectives on Cooperative Learning – Personal Reflections 当代合作学习的全球视角——个人反思

Autonomy and Responsibility Journal of Educational Sciences Pub Date : 2023-10-03 DOI: 10.15170/ar.2023.8.1.7.

Yael Sharan

引用次数: 0

Learning about Inclusive Practices in Higher Education – The Horizon of Asian Approaches 学习高等教育的包容性实践-亚洲方法的视野

Autonomy and Responsibility Journal of Educational Sciences Pub Date : 2022-09-12 DOI: 10.15170/ar.2022.7.1.7.

Gergely Horváth

引用次数: 0