Developing a Democratic Classroom and a Democracy Stance: Cooperative Learning Case Studies from England and Sweden
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| Title: | Developing a Democratic Classroom and a Democracy Stance: Cooperative Learning Case Studies from England and Sweden |
|---|---|
| Language: | English |
| Authors: | Ferguson-Patrick, Kate (ORCID |
| Source: | Education 3-13. 2022 50(3):389-403. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Inclusion, Student Diversity, Cooperative Learning, Democratic Values, Student Participation, Cultural Differences, Communities of Practice, Social Development, Elementary Schools, Interpersonal Communication, School Culture |
| Geographic Terms: | United Kingdom (England), Sweden |
| DOI: | 10.1080/03004279.2020.1853195 |
| ISSN: | 0300-4279 |
| Abstract: | One of the key challenges for educators is how to ensure inclusion of all learners in diverse classrooms. One effective way of providing an inclusive environment is by using Cooperative learning. When teachers use Cooperative learning a democracy stance (Vinterek 2010) emerges (Ferguson-Patrick 2014). Such classrooms use inclusive pedagogies that increase participation and decrease exclusion (Florian and Black-Hawkins 2011). This paper will present an analysis of findings from two case studies of schools using Cooperative learning to review the factors that demonstrate this democracy stance in action and show how they create caring communities and a sense of enjoyment through working cooperatively. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1326849 |
| Database: | ERIC |
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