The results show that the high users of CL have congruent beliefs about the
teacher/student role and acquisition of knowledge as those proposed by educational
theories behind CL. The teachers have positive attitudes toward CL. The participants
work closely with their colleagues, and the principals support and encourage the use of
this learning methodology. Moreover, the teachers consider curriculum, studentability,
time constraint, and classroom management when planning for CL activities.
The factors that motivate the high users of CL in frequent implementation of this
learning method include the teachers' enjoyment in teaching with CL, the benefits the
teachers observe with the use of CL, the students' positive attitudes and enhanced
academic scores, and the school's educational policy.
The participating teachers utilize all of the essential components of cooperative
learning. The students have positive attitudes toward CL and toward the different
components of CL. For each teacher, the students have positive attitudes toward CL
and toward the different components of CL, with the exception of the Group
Processing component. Furthermore, on average the teachers incorporate fifty
questions with metacognitive cues in their classroom teaching.
The results show that the high users of CL have congruent beliefs about theteacher/student role and acquisition of knowledge as those proposed by educationaltheories behind CL. The teachers have positive attitudes toward CL. The participantswork closely with their colleagues, and the principals support and encourage the use ofthis learning methodology. Moreover, the teachers consider curriculum, studentability,time constraint, and classroom management when planning for CL activities.The factors that motivate the high users of CL in frequent implementation of thislearning method include the teachers' enjoyment in teaching with CL, the benefits theteachers observe with the use of CL, the students' positive attitudes and enhancedacademic scores, and the school's educational policy.The participating teachers utilize all of the essential components of cooperativelearning. The students have positive attitudes toward CL and toward the differentcomponents of CL. For each teacher, the students have positive attitudes toward CLand toward the different components of CL, with the exception of the GroupProcessing component. Furthermore, on average the teachers incorporate fiftyquestions with metacognitive cues in their classroom teaching.
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