Cooperative Learning for Intercultural Classrooms : Case Studies for Inclusive Pedagogy book cover
1st Edition

Cooperative Learning for Intercultural Classrooms
Case Studies for Inclusive Pedagogy

ISBN 9780815349471
Published March 5, 2018 by Routledge
176 Pages 2 B/W Illustrations

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Book Description

Cooperative Learning for Intercultural Classrooms helps both pre-service and in-service teachers to develop a well-researched pedagogy that supports inclusive practice for a globalised world. It provides: an overview of theoretical perspectives that illustrate why cooperative learning is an effective learning strategy; reviews research findings about how cooperative learning supports inclusion; and outlines the strategies and methods that support teachers in putting cooperative learning into practice.

Providing a step-by-step guide to implementing cooperative learning for schools, teachers and teacher educators, this invaluable resource includes:

  • guidelines for a staged approach to implementation;
  • case studies of cooperative learning in classrooms from a range of different contexts, including Australia, England, Sweden, Italy, India, Singapore and Hong Kong;
  • guidance on developing an effective professional development programme for a school;
  • appendices with valuable information on a range of cooperative learning structures and explanations of the main types of cooperative learning used in classrooms.

Table of Contents



Chapter 1. Understanding Theory and Principles

Chapter 2. Case Studies of Cooperative Learning from Around the World

Chapter 3. Implementing Cooperative Learning in the Classroom

Chapter 4. Professional Development Approaches for Cooperative Learning


Appendix 1. Cooperative Learning Structures

Appendix 2. Types of Cooperative Learning

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Kate Ferguson-Patrick gained 15 years’ experience teaching in primary settings in the UK and Australia before working at the University of Newcastle, Australia, as a primary curriculum and pedagogy specialist. Her long-term study of cooperative learning with early career teachers, developing professional development through action research, showed how this approach leads to democracy classrooms. She has published extensively on cooperative learning.

Wendy Jolliffe is Professor of Education and was, until recently, Head of Teacher Education at the University of Hull in the UK. She has worked as a deputy headteacher in a primary school as well as nationally, advising universities on effective provision. She has published extensively on cooperative learning and is a board member of the International Association for the Study of Cooperation in Education (IASCE).