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    Connecting Cooperative Learning to Classroom Environment

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    Conway_temple_0225E_10879.pdf
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    Genre
    Thesis/Dissertation
    Date
    2011
    Author
    Conway, Jason Allen
    Advisor
    Gross, Steven Jay
    Committee member
    Shapiro, Joan Poliner
    DuCette, Joseph P.
    Caldwell, Corrinne A.
    Walker, Thomas J.
    Department
    Educational Administration
    Subject
    Education
    Educational Administration
    Educational Leadership
    Classroom Environment
    Cooperative Learning
    Implementation Fidelity
    Instructional Reform
    Student Interactionss
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1006
    
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    DOI
    http://dx.doi.org/10.34944/dspace/988
    Abstract
    The purpose of this multiple site case study was to determine whether implementing the cooperative learning element of structuring student interactions is a possible contributing solution to student disenfranchisement and lack of social skills. This study explored student and teacher attitudes and perceptions, in seven separate secondary social studies classrooms, regarding their classroom environment before and after an intervention that trains teachers on how to implement four structured student interactions focused on class building and teambuilding. This study is in response to the diagnosis of educational administrators and classroom teachers facing challenges in building positive school and classroom environments. The lack of social skills and the inability to work well with each other diminishes the opportunities for the creation of positive school and classroom environments. As a result, students may become disenfranchised, evidenced by dropout rates and the disinterest in activities provided in the classroom. The study consisted of case study methodology using surveys, interviews, focus group sessions, lesson plans, teacher journals and classroom observations to document the story of the possible impact of implementing structured student interactions. The study revealed that it was inconclusive whether the intervention strategies had an overall positive or negative effect in the perceptions of engagement, interdependence, accountability and equity. Despite the conclusion, the data provide several opportunities for discussion within the areas of classroom environment, instructional leadership, instructional coaching, implementation fidelity of new strategies and teacher self-study of practice.
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