Cooperation in the Multi-Ethnic Classroom (1994)
The Impact of Cooperative Group Work on Social Relationships in Middle Schools
Nonfiction, Reference & Language, Education & Teaching
| Author: | Helen Cowie, Peter Smith, Michael Boulton, Rema Laver | ISBN: | 9781351335041 |
| Publisher: | Taylor and Francis | Publication: | February 6, 2018 |
| Imprint: | Routledge | Language: | English |
| Author: | Helen Cowie, Peter Smith, Michael Boulton, Rema Laver |
| ISBN: | 9781351335041 |
| Publisher: | Taylor and Francis |
| Publication: | February 6, 2018 |
| Imprint: | Routledge |
| Language: | English |
First published in 1994, this book describes how cooperative group work can enhance relationships in the classroom, reduce prejudice and alleviate problems of victimisation and peer rejection. It combines quantitative experimental analysis with detailed case studies; considers the impact of the family on pupil behaviour; and concludes with practical recommendations to foster social acceptance in the classroom.
There is a strong emphasis on helping teachers to develop group work in their classrooms as an effective means of averting trouble and inducing a genuinely better attitude to collaboration with their fellow pupils. The difficulties in implementation which can arise if teachers are not motivated, or if pupils are disruptive, are honestly confronted.
The book will also help educational and developmental psychologists involved in resolving behavioural difficulties resulting from social tensions in multi-ethnic classrooms.
First published in 1994, this book describes how cooperative group work can enhance relationships in the classroom, reduce prejudice and alleviate problems of victimisation and peer rejection. It combines quantitative experimental analysis with detailed case studies; considers the impact of the family on pupil behaviour; and concludes with practical recommendations to foster social acceptance in the classroom.
There is a strong emphasis on helping teachers to develop group work in their classrooms as an effective means of averting trouble and inducing a genuinely better attitude to collaboration with their fellow pupils. The difficulties in implementation which can arise if teachers are not motivated, or if pupils are disruptive, are honestly confronted.
The book will also help educational and developmental psychologists involved in resolving behavioural difficulties resulting from social tensions in multi-ethnic classrooms.
