ORCID Profile
0000-0002-9522-5258
Current Organisation
University of Queensland
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Specialist Studies in Education | Learning Sciences | Teacher Education and Professional Development of Educators | Educational Psychology | Curriculum and Pedagogy | Secondary Education | Primary Education (excl. Māori) | English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) | Special Education and Disability | Curriculum Studies: Mathematics Education | Teacher Education: Primary | Continuing and Community Education
ANZSRC Socio-Economic Objective (SEO)
Learner and Learning Achievement | Teacher and Instructor Development | Primary education | Moral and Social Development (incl. Affect) | Teaching and Instruction Technologies | Learner and Learning Processes | Learner Development | Secondary education |
Related Links
Publications
Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work
Publisher: Springer Science and Business Media LLC
Date: 11-03-2011
Collaborative Engagement: A Key Construct for the Successful Delivery of Programmes and Services for Children and Youth with Special Education Needs
Publisher: Informa UK Limited
Date: 02-10-2014
Teacher learning through dialogue with colleagues, self and students
Publisher: Informa UK Limited
Date: 27-03-2023
Collaborative Learning for Diverse Learners
Publisher: Routledge
Ikaskuntzarako atzeraelikadura-matrize bat
Publisher: Helduen Alfabetatze eta Berreuskalduntzerako Erakundea
Date: 2022
DOI: 10.54512/PSOK9612
Abstract: Ikerlan honetan, jada ezarrita dagoen atzeraelikadura-eredu bat erabili da marko gisa (Hattie eta Timperley, 2007), lehen hezkuntzako goi-zikloan zer atzeraelikadura-maila izaten den aztertzeko. Emaitzek erakutsi dutenez, atzeraelikadura, batez ere, atazetara bideratzen da, eta, bestalde, aurreraelikatzea da –ikaskuntzaren hurrengo urratsei buruzko informazioa ematea, alegia– eskoletan gutxien erabiltzen den atzeraelikadura-mota. Ikerketa eta aurkikuntzak oinarritzat hartuz, autoreek atzeraelikadura-matrize kontzeptual bat proposatu dute, ikerketaren eta praktikaren arteko zubi-lanak egiten dituena, atzeraelikadurak hobekuntza sustatzeko.
Testing models and measurement invariance of the learning gains scale
Publisher: MDPI AG
Date: 31-10-2018
Abstract: This study tested the construct validity, factorial validity, and measurement invariance of the learning gains scale based on survey responses of a large s le (n = 536) of undergraduate students in two colleges at a university in Ethiopia. The analyses were performed through structural equation modeling technique using the stata 13 data analysis and statistical software package. The results demonstrate a 3-factor model representing the underlying construct satisfying the different model goodness-of-fit statistics and practical indexes. The observed factor loadings of variables within each factor and the correlations between the factors provide supporting evidence of construct validity. Measurement invariance tests were also confirmed acceptable levels of measurement equivalence between groups. Implications of the 3-factor model in higher education research are discussed.
A Case Study: Using a Neuro-Physiological Measure to Monitor Students’ Interest and Learning during a Micro:Bit Activity
Publisher: MDPI AG
Date: 24-07-2021
Abstract: Interest plays a critical role in learning and development. It is able to compel students toward short term exploration, motivating them toward the pursuit of future goals, as well as leading to the development of knowledge and cognitive abilities. Interest also enables students to rise above perceived restrictions and limitations to achieve their goals. Interest therefore plays a significant role in learning and development. Currently, most of the extant research on interest has been typically done using self-report surveys or by observations, which may be somewhat subjective in nature. This study therefore aims to further deepen our understanding of the value of interest on learning, and more importantly, suggests a novel method of tracing interest development over time. An alternative measure of interest through the use of neuro-physiological markers is suggested, with ex les based on two case studies out of a class of 22 students. The Empatica E4 wristband was used to collect electrodermal activity (EDA) data to capture instances of triggered interest during a 10-week curriculum, which were triangulated with behavioral observations. The study found that EDA is a possible measure for recording and tracing interest development in students, providing a more nuanced and objective measure of interest development.
The Effects of Cooperative Learning on Junior High School Students' Behaviours, Discourse and Learning During a Science-Based Learning Activity
Publisher: SAGE Publications
Date: 07-2008
Abstract: The study investigated the effects of structured and unstructured cooperating groups on students' behaviours, discourse and learning in junior high school. One hundred and sixty-four grade 9 students participated in the study. The students were videotaped as they worked in three to four person, mixed-gender and ability groups on a science-based categorization activity. The results show that the students in structured cooperating groups demonstrated more cooperative and helping behaviours such as giving more elaborated help and guided directions to assist understanding than their peers in the unstructured groups. Moreover, they demonstrated more complex thinking and problem-solving skills both in their discourse and their responses on the follow-up learning probe. These findings are discussed in the context of the importance of structuring cooperative learning experiences if students are to attain the benefits widely attributed to this approach to learning.
Teachers’ and Students’ Verbal Behaviours During Cooperative Learning
Publisher: Springer US
Date: 2008
Advantages and Challenges of Cooperative Learning in Two Different Cultures
Publisher: MDPI AG
Date: 21-12-2021
Abstract: Cooperative learning (CL) is a teaching and learning pedagogy that has been used widely in school but there is limited information on instructors’ perceptions of CL nor observations of how CL is implemented in higher education settings. In this study, we used an interpretative-qualitative approach to investigate the advantages and challenges of embedding CL in instructors’ teaching in Iran and Australia. Data were collected through interviews and observations and thematic analysis method was used to analyse the data. Results showed that despite challenges such as the lack of familiarity with CL and how it can be implemented in university curricula, issues associated with assessment, and time constraints, CL created an interactive, pleasant, and safe environment for deep learning in both countries. The findings showed that there were challenges in Iran such as a tendency to use traditional approaches to teaching, insufficient understanding of how to establish teamwork, and a lack of up-to-date teaching resources. In Australia, changing courses, working with external students, catering for in idual differences, and building positive relationships were some of the challenges of implementing CL. We believe that these challenges can be overcome if university instructors are prepared to address them.
The prevention of childhood anxiety and promotion of resilience among preschool-aged children: a universal school based trial
Publisher: Informa UK Limited
Date: 04-2013
Editorial
Publisher: Cambridge University Press (CUP)
Date: 11-2002
Editorial
Publisher: Cambridge University Press (CUP)
Date: 12-2005
A combined intervention targeting both teachers' and students' social-emotional skills: Preliminary evaluation of students' outcomes
Publisher: Cambridge University Press (CUP)
Date: 09-06-2014
DOI: 10.1017/JGC.2014.12
Abstract: The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also for improving students’ self-concept, social skills and coping skills. However, when it comes to communities in disadvantage, the results are mixed, with some studies reporting the need to include enhancements to the context in which the program is implemented to better support communities at risk. A combined intervention aiming to promote students’ social-emotional skills was piloted in a school located in a low socio-economic status area. Teachers received training to teach social and emotional skills for students and a resilience program for themselves. Students’ social-emotional outcomes were assessed at pre, post, 3 and 6 months following the intervention. Results showed that the intervention helped students to decrease their anxiety, and the intervention was well accepted by participants.
Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context
Publisher: MDPI AG
Date: 06-04-2020
Abstract: Teachers are effective agents who can introduce and support students’ self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers’ perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland, Australia. The model builds on teachers’ beliefs and understandings about SRL, the different ways through which they adopt SRL-supportive practices and the enactment of SRL in classrooms. It represents a complex structure of nested and mutually dependent systems with teachers having a central position, thereby forming the microsystem. However, teachers’ efforts to support students’ SRL are influenced by the exosystem (e.g., school, curriculum) and macrosystem (e.g., home, community) in a reciprocal fashion. The SRL-in-context model has implications for both theory and practice.
Effective Early Intervention Approaches in Reading and Inclusive Educational Practices: What do they have in common?
Publisher: Informa UK Limited
Date: 06-11-2012
Teachers' reflections on cooperative learning: Issues of implementation
Publisher: Elsevier BV
Date: 05-2010
How Adolescents Cope With Bullying
Publisher: Cambridge University Press (CUP)
Date: 12-2004
DOI: 10.1017/S1037291100002508
Abstract: Bullying is a stressful event for adolescents at school and was the fourth most common reason for calls to Kids Help Line in 2002. This study sought to examine coping styles used by students affected by bullying in Years 8 and 10 attending three Queensland high schools. Eighty-eight students completed the Bully Survey containing questions about bullying experiences and the way they coped in those situations. No year level differences were found in terms of the type of bullying experienced or the way in which students coped with these experiences. A significant interaction was found between duration of bullying and perceived control for the proportional use of disengagement coping (i.e., denial, avoidance and wishful thinking strategies). A significant simple main effect was found between perceived stressfulness and proportional use of involuntary engagement coping (i.e., rumination, intrusive thoughts, emotional arousal, physiological arousal and impulsive actions). Implications of these findings for schools are discussed.
Editorial
Publisher: Cambridge University Press (CUP)
Date: 07-2006
Editorial
Publisher: Cambridge University Press (CUP)
Date: 07-2004
Counsellor roles and perceptions of training
Publisher: Cambridge University Press (CUP)
Date: 11-1993
DOI: 10.1017/S1037291100002107
Abstract: This paper reports the findings of a study that involved 236 primary and secondary school counsellors employed by the Queensland Department of Education. The study was undertaken as a formative evaluation process prior to the redevelopment of the counsellor education program offered by the Department of Education at The University of Queensland. The survey questionnaire asked informants to evaluate the importance of various practices and skills and the degree to which these were developed during training. Another section of the questionnaire asked counsellors to identify the relevance of several conceptual or knowledge bases to their day-to-day counselling practice and, again, how well these were covered during counsellor training. The results have provided an understanding of the identity of counsellors in primary and secondary settings based upon their perceptions, and indicated areas in which counsellor education can be augmented.
Promoting cooperative behaviours in student work groups
Publisher: Cambridge University Press (CUP)
Date: 11-1996
DOI: 10.1017/S1037291100001497
Abstract: This study compared the effects on behavioural interactions and achievement of (a) cooperative learning in which members were trained to collaborate to facilitate each other's learning and (b) cooperative learning in which members were not trained but were merely told to help each other. One hundred and ninetytwo, Year 6 children participated in the study. Stratified random assignment occurred so that each four-person group consisted of one high-, two medium-, and one low-ability student. All groups were gender balanced. The children worked in their groups on the same social studies unit, three times a week for 12 weeks The results indicated that the children in the Trained groups were consistently more cooperative and helpful to each other, they used language which was more inclusive, and they gave more explanations to assist each other as they worked together. Furthermore, the children in the Trained groups achieved higher learning outcomes than their peers in the Untrained groups.
Primary teachers’ representational practices: from competency to fluency
Publisher: Informa UK Limited
Date: 24-08-2016
Children's cooperative behavior and interactions in trained and untrained work groups in regular classrooms
Publisher: Elsevier BV
Date: 09-1997
Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice
Publisher: Elsevier BV
Date: 07-1004
The Role of Assessment in Informing Interventions for Students with Special Education Needs
Publisher: Informa UK Limited
Date: 02-01-2024
Use of technology by people with physical disabilities in Australia
Publisher: Informa UK Limited
Date: 1999
Abstract: This study aimed to quantify the extent to which computers and assistive devices were being used by people with physical disabilities and the levels of computer training being undertaken by this group. With the help of Queensland disability associations a written survey was distributed to people over 15 years in age with physical disabilities living in the greater Brisbane metropolitan area. Responses were received from 82 people (comprising spinal cord injuries (n = 71), cerebral palsy (n = 8), muscular dystrophy (n = 3)). Indicate that 60% of respondents were computer users, while only 15 respondents used assistive devices. Computer ability was correlated to age and time of disability onset. Respondents with quadriplegia had higher levels of computer ability than those with paraplegia. The study indicates that while many people with disabilities have used computers and assistive devices, many have not. The low rate of assistive device use by people with high-level quadriplegia is of concern. This study suggests that increased levels of training in the use of computers and assistive devices needs to be provided to people with physical disabilities.
Evaluating a Career Education Intervention in the Upper Elementary School
Publisher: SAGE Publications
Date: 03-1998
Advantages and Challenges of Cooperative Learning in Two Different Cultures
Publisher: MDPI AG
Date: 17-11-2021
DOI: 10.20944/PREPRINTS202111.0305.V1
Abstract: Cooperative learning (CL) is a teaching and learning pedagogy that has been used widely in school but there is limited information on instructors& rsquo perceptions of CL nor observations of how CL is implemented in higher education settings. In this study, we investigated the ad-vantages and challenges of embedding CL into instructors& rsquo teaching in Iran and Australia. Data were collected through interview and observation. Results showed that despite challenges such as the lack of familiarity of CL and how it can be implemented in university curricula, issues associated with assessment, and time constraints, CL created an interactive, pleasant and safe environment for deep learning in both countries. The findings showed that there were challenges in Iran such as a tendency to use traditional approaches to teaching, insufficient understanding of how to establish teamwork, and a lack of up-to-date teaching resources. In Australia, changing courses, working with external students, catering for in idual differences, and building positive relationships were some of the challenges of implementing CL. We believe that these challenges can be overcome if university instructors are prepared to address them.
The effects of traumatic incidents on schools
Publisher: Cambridge University Press (CUP)
Date: 11-1994
DOI: 10.1017/S1037291100001904
Abstract: This study aimed at determining the extent of traumatic incidents in schools in Queensland, the extent to which guidance counsellors and schools have been adequately trained to respond effectively to traumatic incidents, and if there were any differences in incidence and preparation on the basis of geographic region or school system. Of the 81 guidance counsellors (51 women, 30 men) who completed a questionnaire specifically designed for this study, only 14% reported having no experience with a traumatic incident. Group (urban, rural, private, and university) and experience in guidance also demonstrated significant effects on exposure to particular traumatic incidents. Respondents provided substantial qualitative information which may be used in establishing and/or reviewing a school's traumatic incident management plan including a guide to the training needs for guidance and other key personnel in a school.
Key issues in productive classroom talk and interventions
Publisher: Informa UK Limited
Date: 18-12-2017
Loneliness and Its Effects on Students with Diverse Learning and Adjustment Needs
Publisher: Informa UK Limited
Date: 06-2013
The effects of gender and ability on students' behaviours and interactions in classroom‐based work groups
Publisher: Wiley
Date: 06-1995
Collaborative writing in Arabic as a second language (ASL) classrooms: A mixed-method study
Publisher: Informa UK Limited
Date: 04-10-2018
Promoting reasoned argumentation, problem‐solving and learning during small‐group work
Publisher: Informa UK Limited
Date: 03-2009
School reform for positive behaviour support through collaborative learning: utilising lesson study for a learning community
Publisher: Informa UK Limited
Date: 05-03-2015
Editorial
Publisher: Cambridge University Press (CUP)
Date: 12-2004
A professional learning model that cultivates primary science classrooms' representational profiles
Publisher: Elsevier BV
Date: 2016
Exploring the Unexpected Transition to Online Learning Due to the COVID-19 Pandemic in an Ethiopian-Public-University Context
Publisher: MDPI AG
Date: 12-06-2022
Abstract: In this paper, we present the initial changes and continuing challenges that are faced by teachers and students due to the unexpected transition to online learning from the COVID-19 pandemic at Bahir Dar University, Ethiopia. For this, the authors applied a phenomenological-case-study design, collecting qualitative data from purposively selected Ph.D. students (n = 10) and teachers (n = 4), examiners (n = 2), as well as the postgraduate coordinator. The results indicate that the teachers experienced some difficulties in effectively using learning technologies. Moreover, the students were overburdened with increased accountability and excessive challenges. However, the institutional capacity to support was relatively minimal. Despite these odds, the study participants showed higher levels of willingness and completed the program successfully. The study participants reported moderate satisfaction with their personal and professional experiences. The COVID-19 pandemic is an opportunity to remind universities and colleges about the essential skills that students need in this unpredictable world, for ex le, informed decision making, creative problem solving, and adaptability.
The effects of scientific representations on primary students’ development of scientific discourse and conceptual understandings during cooperative contemporary inquiry-science
Publisher: Informa UK Limited
Date: 06-02-2015
Cooperative Learning: Review of Research and Practice
Publisher: Edith Cowan University
Date: 03-2016
Enhancing Classroom-based Talk
Publisher: Routledge
Date: 14-12-2015
The effects of communication training on teachers’ and students’ verbal behaviours during cooperative learning
Publisher: Elsevier BV
Date: 2004
Key Features of Promoting Collaborative Dialogue in the Classroom
Publisher: Cambridge University Press
Date: 20-08-2012
Ten Australian Elementary Teachers' Discourse and Reported Pedagogical Practices during Cooperative Learning
Publisher: University of Chicago Press
Date: 05-2006
DOI: 10.1086/505439
The effects of cooperative learning on junior high school students during small group learning
Publisher: Elsevier BV
Date: 04-2004
Making Reasonable Adjustments: What Can We Do for Students with Disabilities?
Publisher: Informa UK Limited
Date: 12-2013
Co-operative learning processes of students: A longitudinal multilevel perspective
Publisher: Wiley
Date: 12-2001
Abstract: This article describes the outcomes of a longitudinal, multilevel observational study in which the relationship between the processes of co-operation and giving explanations was compared between classes trained in communication skills and classes that were untrained. This study examined the effects of training in basic communication skills on the processes of co-operation and giving explanation in co-operative groups. In particular, the study investigated: (a) How the processes of co-operation and giving explanations develop over time (b) How the underlying processes of co-operation and giving explanations are related (c) Which factors at the student and class level facilitate or hinder these processes. The study involved 192, Year 6 primary school children (mean age = 134.3 months) who worked in four-person, mixed ability, gender-balanced groups on a social studies unit of work for 12 weeks. The students in the trained classes were more co-operative and gave more explanations to each other than their peers in the untrained classes. Giving solicited explanations could be traced back to co-operation and this process was enhanced by ability. In other words, the higher the in idual ability levels of the students, the more co-operation was transformed into giving solicited explanations. Furthermore, over and above the effects of student ability, the higher the class' ability level, the more explanations the students gave. The results of this study are useful in explaining why high-ability students benefit more from co-operative learning than low-ability students and why solicited explanations are more effective than unsolicited explanations. By opening the black box of co-operative learning, our analysis enables us to attribute the effects of co-operative learning to peer interactions with more able peers and this is promoted by class ability level. These factors have been mentioned in the literature as a possible explanation of 'contextual effects' but not investigated empirically.
The TEK Design Principles: Integrating Neuroscience and Learning Environment Research
Publisher: MDPI AG
Date: 20-07-2023
Abstract: People engage in learning in various settings and environments. This involves learning in a formal learning environment like a classroom and less formal environments such as museums and online. Interest is one of the key motivational theories and plays an important role in learning, as it can not only initiate and propel in iduals to pursue an area of knowledge but also motivate them to maintain this pursuit in the long term. There has been a lack of research in the field of the design of learning spaces to support student-initiated knowledge generation. Coupled with the emerging area of neuroscience and education, this paper aims to synthesise neuroscience research with aspects of learning design to facilitate learning and interest development within a high school learning context. The Task, Environment and Knowledge Creation (TEK) design principles are proposed. Implications of the design principles are discussed.
Perceptions of nursing students on the effect of cooperative learning on academic achievement and learning environment
Publisher: Informa UK Limited
Date: 03-2022
Counselling children: a practical introduction, K. Geldard, & D. Geldard, LondonSage (1997), ISBN 0 7619 555
Publisher: Cambridge University Press (CUP)
Date: 11-1998
Promoting academically productive student dialogue during collaborative learning
Publisher: Elsevier BV
Date: 2019
Teacher Dialogue That Supports Collaborative Learning in the Classroom
Publisher: American Educational Research Association
Date: 04-2015
Psychophysiological methods to study the triggers of interest: a Singapore case study
Publisher: Springer Science and Business Media LLC
Date: 07-11-2023
Teaching cooperative learning through cooperative learning environment: a qualitative follow-up of an experimental study
Publisher: Informa UK Limited
Date: 21-07-2022
Argumentation-Based Collaborative Inquiry in Science Through Representational Work: Impact on Primary Students’ Representational Fluency
Publisher: Springer Science and Business Media LLC
Date: 29-03-2016
Cognitive Training, Conflict Resolution and Exercise: Effects on Young Adolescents' Wellbeing
Publisher: Cambridge University Press (CUP)
Date: 12-2009
Abstract: Background: This study builds on previous studies reporting that depressive symptoms among adolescents are reduced and personal satisfactions with one's achievements and competence with peers are enhanced when students are taught strategies for engaging in more optimistic thinking (explanatory style) (Gillham, Reivich, & Freres et al., 2006) and social problem-solving (Ingoldsby, Kohl, McMahon, & Lengua, 2006). Additionally, engaging in regular exercise has also been found to be useful in reducing depressive symptoms in this age group (Bodin & Martinsen, 2004). Aim: The study investigated the effects of three interventions — explanatory style (cognitive training), conflict resolution, and exercise — known to help adolescents develop a strong sense of wellbeing. It involved 31students aged 11 to 13 years and their parents, and six class teachers from a large, metropolitan, private boys' college in Brisbane, Australia. Methods: Twenty-five boys participated in the three interventions, while six boys acted as a comparison group. A counterbalanced, multiple baseline design was implemented so that students participated in the three interventions in a different order. Results: The results showed that students in the intervention group experienced a reduction of internalising behaviours such as withdrawal and depressive symptoms following all three interventions. Collectively, the interventions were successful in reducing depressive symptoms in idually, they also significantly reduced depressive symptoms. Conclusions: The results showed that explanatory style, conflict resolution, and exercise interventions are effective in reducing depressive symptoms in adolescents.
Recent Advances in Intervention for Early Childhood Anxiety
Publisher: Cambridge University Press (CUP)
Date: 12-2012
DOI: 10.1017/JGC.2012.24
Abstract: Anxiety disorders in older children and adolescents have long been acknowledged as impairing, persistent and predictive of future anxiety and mood-related disorders. Until recently, however, anxiety in preschoolers and younger children has been regarded as relatively uncommon and within normal developmental parameters. Increasing evidence is suggestive that symptoms of anxiety in preschoolers parallel those in older children (Hirshfeld-Becker, Micco, Mazirsky, Bruett, & Henin, 2011) with this under-investigated area attracting increasing interest from researchers and clinicians alike. The present review summarises the empirical literature on early intervention and prevention programs for anxiety in young children (aged 3–7 years) with a specific focus on the application of such programs in the school context and implications for guidance counsellors, an improved understanding of which is critical for informing effective intervention. The studies reviewed demonstrate promising outcomes for anxiety however, there is still a significant amount of work to be done in terms of our understanding of developmentally appropriate, family-focused and child-led models of anxiety and early intervention and prevention protocols.
Responding to Students’ Diverse Needs
Publisher: Informa UK Limited
Date: 09-2013
The behaviors, interactions, and perceptions of junior high school students during small-group learning
Publisher: No publisher found
Date: 2003
Perceptions of undergraduate students on the effect of cooperative learning on academic achievement
Publisher: Emerald
Date: 12-03-2021
DOI: 10.1108/JARHE-07-2020-0239
Abstract: The purpose of this study is to examine the effect of embedding cooperative learning (CL) into the Primary and Secondary Education Course (PSEC) on the academic achievement of undergraduate university students. The study also sought to gauge the perceptions of these students application of CL. This was a mixed methods sequential explanatory design involving 136 undergraduate university students who participated in a 16 week semester intervention involving the implementation of CL into their PSEC. Achievement data were collected from all students pre- and post-intervention to determine if there were significant differences between the experimental and control conditions. Forty-four participants from the experimental condition were also interviewed post-intervention on their experiences of CL. The results showed that there was a significant difference between the academic achievement of students in the experimental and control groups in favor of students in the experimental group ( p 0.001). The perceptions of participants in the experimental condition indicated that CL not only created an empathetic, safe and pleasant learning environment and strengthened students' in idual and communicative skills, but it also helped to develop an understanding of quality learning. The results of this study have the potential to influence university instructors by demonstrating how CL provides opportunities to not only improve student learning but also their attitude to learning. This study, while demonstrating the positive effect of CL on students' academic achievement also revealed the potential this approach to teaching and learning has for embedding it in other university courses.
Promoting problem-solving and reasoning during cooperative inquiry science
Publisher: Informa UK Limited
Date: 12-2011
Editorial
Publisher: Cambridge University Press (CUP)
Date: 12-2003
INTERVENTION STUDY FOR TEACHERS IN INDONESIA TO ENGAGE WITH TWICE-EXCEPTIONAL CHILDREN IN THE CLASSROOM
Publisher: IATED
Date: 11-2021
Tutoring learning disabled children using cognitive strategy training techniques
Publisher: Cambridge University Press (CUP)
Date: 11-1989
DOI: 10.1017/S1030316200000145
Abstract: The purpose of the present study was to evaluate the effect of a peer tutoring program that was implemented to improve the reading skills of a group of learning disabled children. The study used peer tutoring strategies in conjunction with cognitive strategy training techniques to change the reading behaviours of both the tutors and tutees. Emphasis was attached to ensuring that reciprocal benefits would be derived by both the tutors and tutees by sharing a task on which there was room for both to gain in skill. The results indicated that learning disabled children can be tutored by peers who are only slightly better readers and that reading gains accrued to both parties.
The behaviors, interactions, and perceptions of junior high school students during small-group learning.
Publisher: American Psychological Association (APA)
Date: 03-2003
Casebook in Child Behavior DisordersC. A. Kearney (1999). Pacific Grove, CA: Brooks Cole. $42 ISBN 053434643X
Publisher: Cambridge University Press (CUP)
Date: 11-1999
Editorial
Publisher: Cambridge University Press (CUP)
Date: 07-2005
Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices
Publisher: Informa UK Limited
Date: 16-07-2015
Teachers' scaffolding behaviours during cooperative learning
Publisher: Informa UK Limited
Date: 11-2005
Behavior and interactions of children in cooperative groups in lower and middle elementary grades.
Publisher: American Psychological Association (APA)
Date: 12-1998
The effects of teacher discourse on students’ discourse, problem-solving and reasoning during cooperative learning
Publisher: Elsevier BV
Date: 2008
Inclusion: Culture, Policy and Practice: A Queensland Perspective
Publisher: Informa UK Limited
Date: 11-2004
Developments in Cooperative Learning: Review of Research [Desarrollos en aprendizaje cooperativo: revisión de la investigación]
Publisher: Servicio de Publicaciones de la Universidad de Murcia
Date: 10-2014
The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science
Publisher: Elsevier BV
Date: 2012
Teachers’ reflections of cooperative learning (CL): a two‐year follow‐up
Publisher: Informa UK Limited
Date: 03-2011
The FRIENDS Emotional Health Program for Minority Groups at Risk
Publisher: Wiley
Date: 14-01-2014
DOI: 10.1111/JOSH.12127
Abstract: Despite the existence of evidence-based interventions for promoting mental health in children, the number of children at risk remains high. One of the reasons is that such interventions are not reaching specific groups at risk such as low socioeconomic status and ethnic minority groups. This study evaluated an adaptation of a school-based psychosocial program for nonreferred students aged 11 to 12 years attending a multicultural school from a low socioeconomic status area. The FRIENDS Program was adapted for a multicultural population. A quasi-experimental design was used, involving a pre ost-test, to evaluate the impact of the intervention on participants' outcomes on the Strengths and Difficulties Questionnaire (SDQ). Participants were ided into 2 categories ("at risk"/"not at risk") based on their scores in the SDQ at pre-test. Post-test data were collected to evaluate the overall effectiveness and acceptability of the program. Analyses showed significant improvement for the group initially identified as "at risk," with 30% of the students being no longer at risk after the intervention. Most students rated the intervention as being highly acceptable and useful. Adaptations to existing evidence-based programs for implementation with specific minority groups at risk represents a promising approach to promote emotional health in children.
Routledge International Handbook of Social Psychology of the Classroom
Publisher: Routledge
Date: 22-05-2015
How to Support Primary Teachers’ Implementation of Inquiry: Teachers’ Reflections on Teaching Cooperative Inquiry-Based Science
Publisher: Springer Science and Business Media LLC
Date: 19-06-2014
Productive academic talk during inquiry-based science
Publisher: Informa UK Limited
Date: 04-2013
Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments
Publisher: Springer Science and Business Media LLC
Date: 02-05-2020
Behavioural interactions of children in classroom-based work groups
Publisher: Cambridge University Press (CUP)
Date: 11-1995
DOI: 10.1017/S1037291100001734
Abstract: This paper discusses the results of a study which was conducted in 11 classes across three year levels (Years 2, 4, and 6) in four schools in suburban Brisbane. The study had two foci. It was designed firstly, to determine if there were differences between the cooperative behaviours, interactions, and types of language used by the children in the Structured and Unstructured groups and secondly, to investigate whether there were differences across the year levels in the helping behaviours and interactions of the children in the two conditions. The study showed that when children work in Structured rather than Unstructured groups there are observable differences in the behaviours, interactions and language. The children in the Structured groups were consistently more cooperative and helpful to each other as they tried to involve each other in the learning task. They gave more explanations to assist each other's learning and they used more inclusive language (e.g. frequent use of “we” or “us”). Furthermore, these behaviours were exhibited by the children in the Structured groups across the three year levels. Group condition (Structured or Unstructured) was a significant predictor of group behaviours and interactions, and the type of language used.
The Long‐term Effects of Cooperative Learning on Children's Behaviour and Interactions
Publisher: Informa UK Limited
Date: 2002
Developments in classroom-based talk
Publisher: Elsevier BV
Date: 2014
Behavior and interactions of children in cooperative groups in lower and middle elementary grades.
Publisher: No publisher found
Date: 1998
Young Adults' Suicide Related Knowledge and Attitudes: Implications for suicide awareness education
Publisher: Cambridge University Press (CUP)
Date: 11-2000
DOI: 10.1017/S1037291100004143
Abstract: This study investigated the effects of gender, personal experience with suicidal others and exposure to suicide awareness education upon suicide related knowledge and attitudes of 190 young adults and 52 older adults. Results showed that both the young and older adults indicated a substantial degree of personal experience with suicidal others, and despite displaying inadequate knowledge, possessed reasonable attitudes to adolescent suicide (e.g., need for education). Young adults' level of knowledge was found to vary as a function of gender (females displaying better knowledge than males), and having been exposed to school-based suicide curriculum. Differential gender effects also emerged in young adults' suicide-related attitudes with females indicating greater support for the inclusion of suicide education in schools. The implications of these findings for school-based suicide prevention efforts are discussed.
Teaching collaborative skills to primary school children in classroom-based work groups
Publisher: Elsevier BV
Date: 09-1996
Promoting thinking, problem‐solving and reasoning during small group discussions
Publisher: Informa UK Limited
Date: 13-01-2011
Using cognitive behaviour training activities and group processes to enhance spelling performance
Publisher: Cambridge University Press (CUP)
Date: 11-1990
DOI: 10.1017/S1030316200000285
Abstract: This study was conducted to determine whether cognitive behaviour modification training procedures, implemented in small group settings of learning disabled children and low progress children, was effective in improving their spelling through writing. The study demonstrated two main outcomes. Firstly, it showed that learning disabled children can be taught specific cognitive training strategies to help them regulate their self-instructional behaviours in spelling and these skills can generalise to spelling situations outside the original training program. Secondly, it showed that reciprocal gains occur when learning disabled children work cooperatively with other low progress spellers.
Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences
Publisher: Elsevier BV
Date: 2015
Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa
Publisher: Elsevier BV
Date: 2014
The meaning of out-of-field teaching for educational leadership
Publisher: Informa UK Limited
Date: 10-10-2014
Using verbal mediation strategies and group processes to enhance story writing
Publisher: Cambridge University Press (CUP)
Date: 11-1991
DOI: 10.1017/S103729110000234X
Abstract: This study was conducted to determine whether verbal mediation strategies and group process skills implemented in small cooperative group settings of learning disabled children and low progress children, were effective in improving the children's expository writing performances. Measures of writing behaviour which were monitored included words per story, and two measures of complexity-number of T-units per story and number of words per T-unit. The results indicated that there was a larger increase in the target children's performances over baseline in both the number of words per story and the number of T-units per story. However, there was no significant difference in measures of words per T-unit. The results obtained suggest that the relatively simple procedures which were adopted to facilitate group interaction and commitment to tasks did contribute to the gains made by the children in the cooperative condition.
Editorial Board
Publisher: Informa UK Limited
Date: 06-11-2012
Structuring cooperative group work in classrooms
Publisher: Elsevier BV
Date: 2003
Group Composition of Cooperative Learning: Does Heterogeneous Grouping Work in Asian Classrooms?
Publisher: Canadian Center of Science and Education
Date: 12-07-2010
DOI: 10.5539/IES.V3N3P12
Dialogic interactions in the cooperative classroom
Publisher: Elsevier BV
Date: 2016
Editorial
Publisher: Cambridge University Press (CUP)
Date: 07-2003
Book Reviews
Publisher: Informa UK Limited
Date: 2001
The Impact of Cooperative Learning in Comparison to Traditional Learning (Small Groups) on EFL Learners’ Outcomes When Learning English as a Foreign Language
Publisher: Canadian Center of Science and Education
Date: 29-09-2013
DOI: 10.5539/ASS.V9N13P19
Multimodal representations during an inquiry problem-solving activity in a Year 6 science class: A case study investigating cooperation, physiological arousal and belief states
Publisher: SAGE Publications
Date: 08-06-2016
Abstract: Teaching students to use and interpret different representational tools is critically important if they are to be scientifically literate, to understand how scientific ideas and concepts are represented and to appreciate how scientists think and act. Moreover, students not only need to be competent at using and explaining representations and learning new representations quickly but they also need to have opportunities to work cooperatively with others as it is through interactions between learners, tools and the environment that learning occurs. The current case study (part of a larger study) aimed to: (a) identify the effects of different teacher-introduced representational tools on students’ conceptual understandings, dialogic processes, motivation and learning (b) examine the representational tools used by students during their inquiry science and (c) examine the physiological states indicative of engagement and cooperation during learning activities. Prior to and on completion of the curriculum unit, participants completed a series of measures to assess actual as well as self-perceived ability in science. Students also wore wireless wristbands to measure autonomic arousal level that were analysed to assess the level of synchrony in physiological states between children. The results showed that the teacher successfully used embodied representations to engage the students in the science unit and maintained their focus in the cooperative groups by using language that encouraged on-going participation in the task. In turn, the students remained on-task and the majority of the language they employed was used to construct and communicate their scientific understanding to others. This high-level common engagement during whole class activities and student-centred learning during the cooperative group activities were also reflected in the physiological measures of synchrony between students. By integrating the video and biometric data with the data from the in idual assessments, we construct a rich picture of relationship between the teacher’s use of multimodal representations and cooperative small groups with the students’ use of scientific language, physiological engagement and their beliefs and attitudes towards science.
Alternative Views on Intelligence
Publisher: Informa UK Limited
Date: 17-05-2011
Cooperative Learning (CL) and Academic Achievement of Asian Students: A True Story
Publisher: Canadian Center of Science and Education
Date: 08-08-2008
DOI: 10.5539/IES.V1N3P82
Occupational Aspirations of Sixth-Grade Children
Publisher: SAGE Publications
Date: 04-2001
DOI: 10.1177/103841620101000107
Abstract: The present study examined the occupational aspirations of sixth-grade children in terms of occupational category, minimum education level and gender. In addition, the study identified the sources of occupational information used by the children and the factors they thought could influence them toward or away from a job. The study found that all of the children were able to express occupational aspirations. While the children obtained occupational information from a range of sources, including the media and family, the source most likely to influence them toward or away from choosing a job was family.
Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 28-03-2018
DOI: 10.14742/AJET.2957
Abstract: The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate students’ integrated information and communication technology (ICT) literacy capacity that involves 12 items generated from the modified version of the Australasian Survey of Student Engagement (AUSSE) questionnaire (Coates, 2010) second, to illustrate the construct validity and internal consistency of the model as implemented in a s le of undergraduate students (n = 536) enrolled in two colleges within a large Ethiopian university and third, to further demonstrate the criterion validity of the model by examining predictive validity of the identified ICT literacy factors on student learning outcomes. A multi-method approach is used, which comprises correlation analysis, multiple regression analysis and structural equation modelling (SEM) techniques. The main finding is the support found for the 4-factor model consisting of ICT use, cognitive process, reading task and writing task. Results of the multi-method approach provide specific guidelines to higher education (HE) institutions using this approach to evaluate ICT literacy capacity and the resultant learning outcomes among their undergraduate students. The paper provides a conceptual model and supporting tools that can be used by other HE institutions to assist in the evaluation of students’ ICT literacy capacities.
Action research for guidance counsellors
Publisher: Cambridge University Press (CUP)
Date: 11-1992
DOI: 10.1017/S1037291100002247
Abstract: Action research enables guidance counsellors to use a variety of methodologies to evaluate the ersity of counselling programs. The emphasis is on helping the counsellor to make decisions about the development, improvement and continuation of specific programs in schools.
Cooperative Learning: Integrating Theory and Practice
Publisher: SAGE Publications, Inc.
Date: 2007
Primary students' scientific reasoning and discourse during cooperative inquiry-based science activities
Publisher: Elsevier BV
Date: 2014
The effects of different ability compositions on cooperative group behaviours
Publisher: Cambridge University Press (CUP)
Date: 11-1998
DOI: 10.1017/S1037291100003733
Abstract: This study examined the effects of different ability compositions on students' behaviours in structured cooperative groups. One hundred and sixty, Year 6 children worked on class-based activities in one of four, gender-balanced, mixed-ability groups (high-medium-low high-medium medium-low high-low). The results showed initially that the children in the three-ability level condition (high-medium-low) exhibited significantly more cooperative and helping behaviours than their peers in the two-ability conditions at the first observation period (Week 3). However, by the completion of the study (Week 6), there were no significant differences in the cooperative and helping behaviours of the children in the two-and three-ability level conditions. It appeared that as the children had more opportunities to work together, they became more responsive to each others' needs and demonstrated more cooperative and helping behaviours. Reasons for these results are discussed.
Support Requirements and Effects of Supervision on Telephone Counsellors
Publisher: Cambridge University Press (CUP)
Date: 12-2003
DOI: 10.1017/S1037291100002880
Abstract: The aim of this research was to examine the effects of the implementation of direct one-on-one supervision in a prominent telephone counselling organisation and the support requirements of their telephone counsellors. Ninety-three telephone counsellors participated in this research. The results showed that more experienced telephone counsellors were more satisfied than less experienced telephone counsellors with the support offered by the organisation. Furthermore, female telephone counsellors showed significantly more satisfaction with the support offered by the organisation than their male counterparts. Implications of these findings are discussed in relation to the organisation and other helping organisations within the wider community.
Teachers' and students' verbal behaviours during cooperative and small‐group learning
Publisher: Wiley
Date: 06-2006
The Influence of Student Diversity on Applying Cooperative Learning in Ethiopian Polytechnic Colleges
Publisher: MDPI AG
Date: 19-10-2023
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