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Author: Richard A. Schmuck
Publisher: McGraw-Hill Humanities, Social Sciences & World Languages
ISBN:
Category : Education
Languages : en
Pages : 358
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Book Description
Publisher's description: Are your students interested in how to understand and manage the daily dynamics of the classroom environment? Do you want to offer your students practical, concrete, realistic, field-tested action ideas to use in their own classrooms? Does your course cover cooperative learning, faculty collaboration, school restructuring, and educational reform? If so, look to Group Processes in the Classroom, Eighth Edition. For 30 years this classic text has provided pre- and in-service teachers with an understanding of group processes in the classroom. Now in its eighth edition, the text combines social-psychological theory and research with recent, teacher-created action ideas--the tested, down-to-earth practices of a generation of K-12 teachers--to show students how they can successfully apply well-researched group-process procedures in their own classrooms and schools. Group Processes in the Classroom, Eighth Edition is the only comprehensive text available on the social psychology of teaching and learning.
Author: Richard A. Schmuck
Publisher: McGraw-Hill Humanities, Social Sciences & World Languages
ISBN:
Category : Education
Languages : en
Pages : 358
Get Book Here
Book Description
Publisher's description: Are your students interested in how to understand and manage the daily dynamics of the classroom environment? Do you want to offer your students practical, concrete, realistic, field-tested action ideas to use in their own classrooms? Does your course cover cooperative learning, faculty collaboration, school restructuring, and educational reform? If so, look to Group Processes in the Classroom, Eighth Edition. For 30 years this classic text has provided pre- and in-service teachers with an understanding of group processes in the classroom. Now in its eighth edition, the text combines social-psychological theory and research with recent, teacher-created action ideas--the tested, down-to-earth practices of a generation of K-12 teachers--to show students how they can successfully apply well-researched group-process procedures in their own classrooms and schools. Group Processes in the Classroom, Eighth Edition is the only comprehensive text available on the social psychology of teaching and learning.
Author: Susan A. Wheelan
Publisher: Pearson
ISBN: 9780205412013
Category : Intergroup relations
Languages : en
Pages : 0
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Book Description
This unique text uses group development as an organizing principle, offering students a far more dynamic view of groups and helping them understand that group processes operate differently at different points in a group's life cycle and in various types of groups. Group Processes is an accessible, research-based book on how groups develop and function. Grounded in theory and research, the text is written in a straightforward way with practical examples integrated throughout to hold student interest. It offers more than just an understanding of group phenomena; it also provides strategies to enhance the functioning of groups of which students are a part. It stresses how knowledge of group development can be applied to work groups, therapy groups, learning groups, and many others.
Author: Peter Kutnick
Publisher: Springer Science & Business Media
ISBN: 9400769911
Category : Education
Languages : en
Pages : 224
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Book Description
This book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children’s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects.
Author: Michael A. Hogg
Publisher: John Wiley & Sons
ISBN: 047099844X
Category : Psychology
Languages : en
Pages : 712
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Book Description
This handbook provides an authoritative, up-to-date overview of the social psychology of group processes. The topics covered include group decisions, juries, group remembering, roles, status, leadership, social identity and group membership, socialization, group performance, negotiation and bargaining, emotion and mood, computer-mediated communication, organizations and mental health. Provides an authoritative, up-to-date overview of the social psychology of group processes. Written by leading researchers from around the world to provide a classic and current overview of research as well as providing a description of future trends within the area. Includes coverage of group decisions, juries, group remembering, roles, status, leadership, social identity and group membership, socialization, group performance, negotiation and bargaining, emotion and mood, computer-mediated communication, organizations and mental health. Essential reading for any serious scholar of group behavior. Now available in full text online via xreferplus, the award-winning reference library on the web from xrefer. For more information, visit www.xreferplus.com
Author: Zoltán Dörnyei
Publisher: Cambridge University Press
ISBN: 0521529719
Category : Foreign Language Study
Languages : en
Pages : 192
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Book Description
Working, learning and living in groups is a central feature of humans, and therefore the study of groups called group dynamics is a vibrant academic field, overlapping diverse areas such as psychology, sociology, business studies and political science. It is also highly relevant to language education because the success of classroom learning is very much dependent on how students relate to each other, what the classroom climate is like, what roles the teacher and the learners play and, more generally, how well students can cooperate and communicate with each other. This innovative book addresses these issues and offers practical advice on how to manage language learner groups in a way that they develop into cohesive and productive teams. Educators interested in communicative language teaching will particularly welcome this book as a useful guide in their day-to-day teaching practice.
Author: Amber Chandler
Publisher: Routledge
ISBN: 1317189655
Category : Education
Languages : en
Pages : 205
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Book Description
Find out how to differentiate your middle school ELA instruction so that all students can become better readers, writers, and critical thinkers. Author Amber Chandler invites you into her classroom and shows how you can adjust your lessons to suit different learning needs while still meeting state standards and keeping your students accountable. She provides a wide variety of helpful tools and strategies, ranging from easy options that you can try out immediately to deeper-integration ideas that will reshape your classroom as a flexible, personalized learning environment. Topics include: Using choice boards and menus to teach vocabulary, reading, and presentation skills in fun and interactive ways; Grouping students strategically to maximize learning outcomes and encourage collaboration; Making vocabulary learning interesting and memorable with visual aids, tiered lists, and personalized word studies; Designing your own Project Based Learning lessons to unleash your students’ creativity; Assessing students’ progress without the use of one-size-fits-all testing; And more! Bonus: downloadable versions of some of the rubrics and handouts in this book are available on the Routledge website at http://www.routledge.com/9781138681040. Also, check out the book’s website, doyoudifferentiate.com, for additional articles and strategies.
Author: Susan Gingras Fitzell
Publisher: Corwin Press
ISBN: 1412992222
Category : Education
Languages : en
Pages : 217
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Book Description
Fitzell, a teacher, speaker, and educational consultant specializing in special education and response-to-intervention, shows classroom teachers and intervention specialists at the secondary level how to use research-based response-to-intervention strategies in math, vocabulary, reading comprehension, writing, and across the curriculum. After details on response-to-intervention in general, its efficacy, and the evidence supporting its use in secondary education, each chapter outlines two or more strategies through sample lesson plans that have been reformatted to follow response-to-intervention, with discussion of the research on their effectiveness and instructions for implementation of lessons and extension activities for all three tiers. The last chapter addresses acceleration centers. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com).
Author: Robyn M. Gillies
Publisher: Springer Science & Business Media
ISBN: 0387708928
Category : Education
Languages : en
Pages : 277
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Book Description
Cooperative 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. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these 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.
Author: Tom Bennett
Publisher: Routledge
ISBN: 1135040273
Category : Education
Languages : en
Pages : 177
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Book Description
‘Tom Bennett is the voice of the modern teacher.’ - Stephen Drew, Senior Vice-Principal, Passmores Academy, UK, featured on Channel 4’s Educating Essex Do the findings from educational science ever really improve the day-to-day practice of classroom teachers? Education is awash with theories about how pupils best learn and teachers best teach, most often propped up with the inevitable research that ‘proves’ the case in point. But what can teachers do to find the proof within the pudding, and how can this actually help them on wet Wednesday afternoon?. Drawing from a wide range of recent and popular education theories and strategies, Tom Bennett highlights how much of what we think we know in schools hasn’t been ‘proven’ in any meaningful sense at all. He inspires teachers to decide for themselves what good and bad education really is, empowering them as professionals and raising their confidence in the classroom and the staffroom alike. Readers are encouraged to question and reflect on issues such as: the most common ideas in modern education and where these ideas were born the crisis in research right now how research is commissioned and used by the people who make policy in the UK and beyond the provenance of education research: who instigates it, who writes it, and how to spot when a claim is based on evidence and when it isn’t the different way that data can be analysed what happens to the research conclusions once they escape the laboratory. Controversial, erudite and yet unremittingly entertaining, Tom includes practical suggestions for the classroom throughout. This book will be an ally to every teacher who’s been handed an instruction on a platter and been told, ‘the research proves it.’
Author: Robert J. Marzano
Publisher: Solution Tree Press
ISBN: 1935543121
Category : Education
Languages : en
Pages : 448
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Book Description
Student engagement happens as a result of a teacher’s careful planning and execution of specific strategies. This self-study text provides in-depth understanding of how to generate high levels of student attention and engagement. Using the suggestions in this book, every teacher can create a classroom environment where engagement is the norm, not the exception.
