Classroom choices for enabling peer learning

Theory into Practice

Volumn 41, Issue 1, 2002, Pages 53-57

  Cooper, S Marie A ^a  

^a IMMACULATA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036004570     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4101_9     Document Type: Article

References (29)

1. Situated learning and education
2. Enhancing learning and scholarship in the college classroom: The role of learning teams
3. Intentional learning as a goal for instruction
4. On the relationship between task performance and associated verbal knowledge
5. Learning by doing, discussing, and questioning: A collaborative learning course
6. Continuing to cooperate: Prerequisites for persistence
7. Youth: Transition to adulthood
8. Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics
9. Innovation and persistence: The evaluation of the C.U.P.L.E. studio physics course
10. Cooperative learning: Why does it work?
11. Is 'cooperative learning' either, both, or neither? Tales from three middle school classrooms
12. Learners' questions and comprehension in a tutoring setting
13. On the nature of competence: Principles for understanding in a domain
14. The role of anomaly and of cognitive dissonance in restructuring students' concepts of force
15. Socratic dialogue inducing laboratories: Do they work? (Invited talk)
16. Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups
17. Problem solving as a basis for reform in curriculum and instruction: The case of mathematics
18. Networked multimedia for collaboration and communication
19. Implications of Vygotsky's theory for peer learning
20. Making cooperative learning work
21. Using technology to assist in realizing effective learning and instruction: A principled approach to the use of computers in collaborative learning
22. How research can guide us in improving the introductory course (Invited paper)
23. Introduction
24. Task-related verbal interaction and mathematics learning in small groups
25. Some implications of cognitive theory for instructional design