Teaching demanding strategies for cooperative learning: A comparative study of five teacher education programs

Teaching Cooperative Learning: The Challenge for Teacher Education

Volumn , Issue , 2004, Pages 143-165

  Cohen, Elizabeth G ^a   Briggs, Danielle ^a   Filby, Nikola ^b   Chin, Elaine ^c   Male, Mary ^d   Mata, Susana ^e   McBride, Susan ^c   Perez, Theresa ^f   Quintanar Sarellana, Rosalinda ^d   Swanson, Patricia ^d  

^a STANFORD UNIVERSITY   (United States)

^b WestEd   (United States)

^c CALIFORNIA POLYTECHNIC STATE UNIVERSITY   (United States)

^d SAN JOSE STATE UNIVERSITY   (United States)

^e CALIFORNIA STATE UNIVERSITY   (United States)

^f NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84886681397     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (7)

1. Brody, C. M., & Davidson, N. (Eds.) (1998). Professional development for cooperative learning: Issues and approaches. Albany: State University of New York Press.
2. nd ed.). New York: Teachers College Press.
3. Cohen, E. G. (1994b). Status treatments for the classroom [video]. New York: Teachers College Press.
4. Cohen, E. G. (1997). Equity in heterogeneous classrooms: A challenge for teachers and sociologists. In E. G. Cohen & R. A. Lotan (Eds.), Working for equity in heterogeneous classrooms: Sociological theory in practice (pp. 3-14). New York: Teachers College Press
5. Ellis, N., & Lotan, R. A. (1997). Teachers as learners: Feedback, conceptual understanding, and implementation. In E. G. Cohen & R. A. Lotan (Eds.), Working for equity in heterogeneous classrooms: Sociological theory in practice (pp. 209-222). New York: Teachers College Press.
6. Lotan, R., Cohen, E., & Morphew, C. (1998). Beyond the workshop: Evidence from complex instruction. In C. M. Brody & N. Davidson (Eds.), Professional development for cooperative learning: Issues and Approaches (pp. 123-145). Albany: State University of New York Press.
7. Swanson, P. E. (1997). Linking sociological theory to practice: An intervention in preservice teaching. In E. G. Cohen & R. A. Lotan (Eds.), Working for equity in heterogeneous classrooms: Sociological theory in practice (pp. 240-259). New York: Teachers College Press.