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Describes different forms of professional development for cooperative learning and shows how the use of cooperative learning in professional development is leading to new insights into teaching and professional growth in schools.
Cooperative/collaborative learning procedures increasingly attract great attention in school and higher education settings. This book has two main purposes: first, to enable educators to make informed decisions and choices about selecting, implementing, and evaluating cooperative learning models with respect for the differences and diversity of goals among professionals in school communities, and second, to consider the goals of teachers' professional development in the context of organizational reforms that foster systemic school change, such as the development of learning communities. The authors encourage professional development that goes beyond inservice workshops to include multi-year development and support for teachers. They advocate that schools be administered under collaborative principles so teachers can "live the experience" that they are trying to create in their own classrooms. Professional Development for Cooperative Learning describes what works for professional development in cooperative learning and how difficult it is to bring about lasting change in school settings. Brody and Davidson focus the dialogue on the nature of professional development linked to systemic changes and the successes, failures, and challenges encountered in the process.
"This book contains well-researched and complete models for the kind of staff development needed today. They represent a variety of perspectives that are all applicable to the educational trends we foresee for the twenty-first century." — Judith W. Irwin, University of Connecticut
"The contributors represent a very impressive cross section of the cooperative/collaborative learning community. You do get the sense that these folks are talking from experience in describing what works in staff development." — James L. Cooper, California State University at Dominguez Hills
Part I: Begin with the Teacher: Focusing Professional Development for Cooperative Learning
Introduction: Professional Development and Cooperative Learning
Celeste Brody and Neil Davidson
1. The Significance of Teacher Beliefs for Professional Development and Cooperative Learning
Celeste Brody
2. Creating Sustained Professional Growth through Collaborative Reflection
Carole Cooper and Julie Boyd
3. The Role of Staff Developers in Promoting Effective Teacher Decision-Making
Carol Rolheiser and Laurie Stevahn
4. Staff Development That Makes a Difference
Patricia Roy
Part II: Lessons from the Field: Approaches to Cooperative Learning and Implications for Professional Development
5. Staff Development and the Structural Approach to Cooperative Learning
Spencer Kagan and Miguel Kagan
6. Beyond the Workshop: Evidence from Complex Instruction
Rachel Lotan, Elizabeth Cohen, and Christopher Morphew
7. A Social Constructivist Approach to Cooperative Learning and Staff Development: Ideas from the Child Development Project
Marilyn Watson, Sylvia Kendzior, Stefan Dasho, Stanley Rutherford, and Daniel Solomon
8. Preparing Teachers and Students for Cooperative Work: Building Communication and Helping Skills
Sydney Farivar and Noreen Webb
9. The Cognitive Approach to Cooperative Learning: Mediating the Challenge to Change
James Bellanca and Robin Fogarty
10. Professional Development for Socially-Conscious Cooperative Learning
Nancy Schniedewind and Mara Sapon-Shevin
Part III: The Learning Community: Cooperative Learning and Organizational Change
11. Effective Staff Development in Cooperative Learning: Training, Transfer, and Long-term Use
David Johnson and Roger Johnson
12. Mutually-Sustaining Relationships between Organization Development and Cooperative Learning
Richard Schmuck
13. Faculty Development Using Cooperative Learning
Susan Ellis
14. Developing a Collaborative Environment through Job-Embedded Staff Development: One District's Journey
Linda Munger
Part IV: Return to the Vision of Community
15. Cooperative Learning Communities: Expanding from Classroom Cocoon to Global Connections
Liana Forest
16. Afterword: Promising Practices and Responsible Directions
Celeste Brody and Neil Davidson
Notes on the Contributors
Index