View in EDS

Developing an Inclusive Democratic Classroom 'in Action' through Cooperative Learning

Saved in:
Bibliographic Details
Title: Developing an Inclusive Democratic Classroom 'in Action' through Cooperative Learning
Language: English
Authors: Ferguson-Patrick, Kate, Australian Association for Research in Education (AARE)
Source: Australian Association for Research in Education (NJ1). 2012.
Availability: Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au
Peer Reviewed: N
Page Count: 12
Publication Date: 2012
Document Type: Reports - Research
Speeches/Meeting Papers
Education Level: Elementary Education
Descriptors: Cooperative Learning, Classroom Environment, Case Method (Teaching Technique), Constructivism (Learning), Democratic Values, Classroom Observation Techniques, Classroom Techniques, Educational Indicators, Semi Structured Interviews, School Culture, Communities of Practice, Teaching Methods, Foreign Countries, Learner Engagement, Aptitude Treatment Interaction
Geographic Terms: Australia
ISSN: 1324-9320
Abstract: This paper examines how Cooperative learning (CL) and democracy can be examined in relation to one another. CL supports a social constructivist view of students learning together to form knowledge through direct interaction. The overriding benefits of CL are that that it is an effective strategy for maximising both social and academic learning outcomes of all, because it focuses on developing positive relationships between students, improving their social skills. This promotes positive social and emotional development and lays the foundations for wellbeing and good mental health. It is precisely this inclusive pedagogy that encourages a democratic classroom environment and a resultant pedagogy that ensures all students' learning will be considered. A democratic society needs students who are respectful and have a sense of justice so teachers who use this pedagogy help to promote such students. This study clarified the relationship between components of CL and the development of a democratic classroom, particularly the notion of inclusive practice for all which is developed through CL. It also examines how one teacher developed an inclusive democratic classroom "in action" through cooperative learning. It explores Jill's understandings of CL and how these relate to the development of her inclusive democratic classroom and to her developing a democracy stance. Her reflective diary, interview comments, action plans and classroom observations are analysed in this case study approach to demonstrate how her "stance" was strengthened and how she developed a tolerant, respectful and inclusive classroom culture. Teachers, like Jill who develop this stance can build this democratic class culture and ensure all students are included. (Contains 2 tables.)
Abstractor: As Provided
Number of References: 51
Entry Date: 2013
Accession Number: ED542298
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED542298
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED542298
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Developing an Inclusive Democratic Classroom 'in Action' through Cooperative Learning
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ferguson-Patrick%2C+Kate%22">Ferguson-Patrick, Kate</searchLink><br /><searchLink fieldCode="AR" term="%22Australian+Association+for+Research+in+Education+%28AARE%29%22">Australian Association for Research in Education (AARE)</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Australian+Association+for+Research+in+Education+%28NJ1%29%22"><i>Australian Association for Research in Education (NJ1)</i></searchLink>. 2012.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2012
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Method+%28Teaching+Technique%29%22">Case Method (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Democratic+Values%22">Democratic Values</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Indicators%22">Educational Indicators</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Aptitude+Treatment+Interaction%22">Aptitude Treatment Interaction</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1324-9320
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper examines how Cooperative learning (CL) and democracy can be examined in relation to one another. CL supports a social constructivist view of students learning together to form knowledge through direct interaction. The overriding benefits of CL are that that it is an effective strategy for maximising both social and academic learning outcomes of all, because it focuses on developing positive relationships between students, improving their social skills. This promotes positive social and emotional development and lays the foundations for wellbeing and good mental health. It is precisely this inclusive pedagogy that encourages a democratic classroom environment and a resultant pedagogy that ensures all students' learning will be considered. A democratic society needs students who are respectful and have a sense of justice so teachers who use this pedagogy help to promote such students. This study clarified the relationship between components of CL and the development of a democratic classroom, particularly the notion of inclusive practice for all which is developed through CL. It also examines how one teacher developed an inclusive democratic classroom "in action" through cooperative learning. It explores Jill's understandings of CL and how these relate to the development of her inclusive democratic classroom and to her developing a democracy stance. Her reflective diary, interview comments, action plans and classroom observations are analysed in this case study approach to demonstrate how her "stance" was strengthened and how she developed a tolerant, respectful and inclusive classroom culture. Teachers, like Jill who develop this stance can build this democratic class culture and ensure all students are included. (Contains 2 tables.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 51
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2013
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED542298
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED542298
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Case Method (Teaching Technique)
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Democratic Values
        Type: general
      – SubjectFull: Classroom Observation Techniques
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Educational Indicators
        Type: general
      – SubjectFull: Semi Structured Interviews
        Type: general
      – SubjectFull: School Culture
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Aptitude Treatment Interaction
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Developing an Inclusive Democratic Classroom 'in Action' through Cooperative Learning
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Australian Association for Research in Education (AARE)
      – PersonEntity:
          Name:
            NameFull: Ferguson-Patrick, Kate
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2012
          Identifiers:
            – Type: issn-print
              Value: 1324-9320
          Titles:
            – TitleFull: Australian Association for Research in Education (NJ1)
              Type: main
ResultId 1