1st Edition

Contemporary Global Perspectives on Cooperative Learning Applications Across Educational Contexts

Edited By Robyn M. Gillies, Barbara Millis, Neil Davidson Copyright 2023
    222 Pages 27 B/W Illustrations
    by Routledge

    This volume captures contemporary global developments in cooperative learning (CL) across varied educational contexts, levels, and disciplines.

    Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students, from kindergarten to tertiary education and across different subject domains. With chapters from contributors throughout the Global North and South, this comprehensive volume offers a wide-ranging perspective and addresses a range of cooperative learning pedagogies including relational, online, and peer learning, STAD, the Jigsaw model, and dialogic talk. The chapters draw on novel empirical research and theory to highlight best practices in cooperative learning, whilst also considering the challenges, limitations, and factors which drive or inhibit learner engagement and success. Consistent attention is given to the pivotal role of the educator in implementing cooperative learning to maximum benefit to enhance students’ affective, social, cognitive, and metacognitive learning.

    Thus, this book will appeal to scholars and researchers across a variety of subjects; and will provide an additional benefit to in-service and pre-service educators who already practice cooperative learning in their classrooms, as well as those who are interested in implementing the model.

    Cooperative Learning and the State of the Field: An Introduction  Section 1: Effectiveness, Benefits, and Limitations of Cooperative Learning (CL)  1. Can Cooperative Learning Enhance Student Thinking and Question Generation?  2. Can students learn by teaching their peers during cooperative learning?  3. Positive resource interdependence for young students: a nudge for cooperation but a pitfall for learning  4. “We all keep growing and learning” – Facilitating meaningful educational experiences through peer assisted learning across different educational levels in El Salvador  Section 2: Achieving Equitable Learning through Cooperative Learning  5. Giving voice to diversity: Cooperative strategies for intercultural citizenship  6. Teacher perceptions of primary aged students’ social capabilities in Australia, England and Sweden and their importance to inclusive classrooms  7. Individual Group Work Assessment in Cooperative Learning: Possibilities and Challenges  8. Syrian Refugee Teachers’ Perceptions of STAD and Jigsaw Models in Classrooms of Underprivileged Learners in Lebanon  9. Think-Pair-Share and ThinkTrix: Standard Bearers of Student Dialogue  10. Cooperative Learning Through Philosophy for Children Around the World  Section 3: Initiating and Deepening Cooperative Learning in Diverse Educational Contexts  11. Developing Reciprocal Peer Tutoring in Irish Medium Schools  12. Developing a Community of Practice for Teacher’s Learning and Implementation of Cooperative Learning  13. Cooperative Learning in Japan as a Core Strategy Deepening Cooperation in Education  Section 4: Cooperative Learning in Action  14. Promoting Dialogic Talk during Cooperative Learning  15. A shift to the future: The paradigmatic approach of cooperative learning in online practice  16. Group worthy cooperative learning structures in the college classroom  17. Cooperative Learning for Academic, Personal and Social Development in Higher Education in Africa  18. Cooperative Learning in Engineering Education: The Story of an Ongoing Uphill Climb


    Robyn M. Gillies is Professor of Education at The University of Queensland, Australia.

    Neil Davidson is Professor Emeritus of Education at the University of Maryland, USA.

    Barbara Millis is an Educational Consultant based in St. Antonio, Texas, USA.