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Teachers’ and Students’ Verbal Behaviours During Cooperative Learning. WebbĮxplanation Giving and Receiving in Cooperative Learning Groups. Teacher Practices and Small-Group Dynamics in Cooperative Learning Classrooms. AshmanĬhapter 9 Developing Language and Mastering Content in Heterogeneous Classrooms. 132 Fleur Prinsen, Jan Terwel, Monique Volman, and Marieke Fakkert Huberįeedback and Ref ection to Promote Student Participation in Computer Supported Collaborative Learning: A Multiple Case Study. Structuring Group Interaction to Promote Thinking and Learning During Small Group Learning in High School Settings.

73 Alison KingĬooperative Learning and Literacy Instruction in Middle Level Education. Structuring Peer Interaction to Promote Higher-Order Thinking and Complex Learning in Cooperating Groups. 56 Ed Baines, Peter Blatchford, and Peter Kutnick Pupil Grouping for Learning: Developing a Social Pedagogy of the Classroom. Johnsonīeyond the Classroom and into the Community: The Role of the Teacher in Expanding the Pedagogy of Cooperation. Ashman, and Jan TerwelĬhapter 1 Social Interdependence Theory and Cooperative Learning: The Teacher’s Role. The Teacher’s Role in Implementing Cooperative Learning in the Classroom: An Introduction. The use in this publication of trade names, trademarks, service marks, and similar terms, e ven if they are not identif ed as such, is not to be tak en as an expression of opinion as to whether or not the y are subject to proprietary rights. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, Ne w York, NY 10013, USA), e xcept for brief e xcerpts in connection with re views or scholarly analysis. Library of Congress Control Number: 2007920037 © 2008 Springer Science+Business Media, LLC All rights reserved.

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Ashman University of Queensland University of Queensland Brisbane, Qld 4072 Brisbane, Qld 4072 Australia Australia Jan Terwel Vrije University 1081 BT Amsterdam the Netherlands Series Editor: Pierre Dillenbourg Swiss Federal Institute of Technology Lausanne, CH-1015 Switzerland The titles published in this series are listed at the end of this volume. The edited volumes and monographs to be published in this series offer authors who have carried out interesting research work the opportunity to integrate various pieces of their recent work into a larger framework. It will also cover computational issues such as models, algorithms or architectures which support innovative functions relevant to CSCL systems. The series will integrate issues related to CSCL such as collaborati ve problem solving, collaborative learning without computers, negotiation patterns outside collaborative tasks, and many other relevant topics. This v ariety also concerns the computational tools used in learning: elaborated graphical whiteboards support peer interaction, while more rudimentary text-based discussion forums are used for large group interaction. The scope of the series extends to ‘collaborative learning’ in its broadest sense the term is used for situations ranging from two individuals performing a task together, during a short period of time, to groups of 200 students follo wing the same course and interacting via electronic mail. The Computer-Supported Collabor ative Learning Book Series is for people w orking in the CSCL f eld. Daniel Suthers, University of Hawaii, U.S.A. Clotilde Pontecorovo, University ‘La Sapienza’, Italy Jeremy Roschelle, SRI International, U.S.A.

Naomi Miyake, Chukyo University, Japan Claire O’Malley, University of Nottingham, U.K. Ulrich Hoppe, University of Duisburg-Essen, Germany Timothy Koschmann, Southern Illinois University, U.S.A. Series Editor: Pierre Dillenbourg, Swiss Federal Institute of Technology, Lausanne, Switzerland Editorial Board: Michael Baker, CNRS & Université Lumière Lyon, France Carl Bereiter, Ontario Institute for Studies in Education, Canada Yrjö Engeström, University of Helsinki, Finland Gerhard Fischer, University of Colorado, U.S.A. The Teacher’s Role in Implementing Cooperative Learning in the ClassroomĬOMPUTER-SUPPORTED COLLABORATIVE LEARNING VOLUME 7