Denna uppsats är en litteraturstudie av Roots: The Saga of an American Family. Studien syftar till att undersöka argumentet att rasism har en långvarig effekt på de människor som utsätts för rasism. I detta fall, karaktärerna i romanen som utsätts för rasismens olika hemskheter så som slaveri. Genom användningen av Robert Jensen, WEB Du Bois och Edward Saids teorier (dvs. Privileged/unprivileged, The Veil, Double Consciousness och Others) har romanen Roots analyserats. Slutsatsen visar på hur slaveriet påverkade huvudpersonerna och hur effekten av slaveri lyckats beröva de svarta människorna i romanen deras ursprungliga identitet. Slaveriet ersattes istället av en kollektiv identitet av mindre värde än vita människors identitet vilket lämnat långvariga psykiska ärr för karaktärerna i romanen. Det pedagogiska fokus som används i uppsatsen är den så kallad cooperative learning metoden.

Research shows that the dominant pedagogical practices of physical education are irrelevant to young people in the 21st century, and that physical education currently exists in a time of innovation without change. Subsequently, physical education as a curriculum subject is at risk of becoming extinct unless the 'talked' about pedagogical innovations that provide authentic, relevant and transferable learning experiences can become sustainable 'actioned' futures. Therefore, the purpose of this thesis was to explore how a pedagogical innovation, the Cooperative Learning model, could be used over an enduring period of time. Participatory action research (PAR) was used as the methodology to scaffold the inquiry and to support eight secondary school physical education teachers' learning and use of Cooperative Learning during an academic year. This thesis considers how PAR enabled teachers to break the dominant practice architectures of physical education and how PAR supported teachers‘ use of an emergent pedagogical approach within and beyond the honeymoon period of implementation. In other words, how PAR facilitated teachers' ability to work beyond the dominant pedagogical practices of physical education and the practices endorsed by the school as an institution. Furthermore, how PAR sustained teachers' engagement with, and use of, the Cooperative Learning model. Indeed, Cooperative Learning was firstly immersed within the milieu of the practice architectures. Yet through the use of PAR the teachers were motivated to move beyond the honeymoon period and began to use the model within, with and then against the mess of the practice architectures. Subsequently, Cooperative Learning was emerging as the dominant pedagogical approach. However, this only occurred for some teachers where social connectivity and an emerging community of practice were significant variables in sustaining and adapting the use of Cooperative Learning. The contribution to knowledge is therefore the methodological processes of how to move beyond dominant pedagogical practices and facilitate innovation with change. In order for a pedagogical innovation to become a sustainable 'actioned' future its use is context dependent and PAR facilitates its sustainability. Furthermore, teacher learning should be advanced and teachers should be encouraged to create communicative spaces with colleagues and researcher facilitators.

The purpose of the present study was to investigate the effectiveness of cooperative learning as a rehearsal technique on high school full-band performance compared to traditional rehearsal methods. Two intact high school bands from the same Kentucky Music Educators Association District participated in the study. One band served as the treatment group using cooperative learning rehearsal techniques and the other group served as the control group using traditional rehearsal methods in a quasi-experimental non-equivalent control group design. The study spanned six weeks in which both schools prepared the same performance piece, Variants by Jack Bullock. The groups were pre-tested using a recording of their recent Kentucky Music Educators Association (KMEA) concert festival performance to ensure no statistically significant difference existed in performance ability. The bands rehearsed the study piece for 15-20 minutes two times per week for a total of 12 rehearsals. The bands were also asked to play a researcher-composed warm-up prior to each rehearsal of the performance piece. At the end of the study, the groups recorded final performances of the piece and the warm-up. The full-band performances were measured using the Performance Evaluation Form. Recordings of all tests were sent to four independent judges for evaluation. Statistically significant differences were found between the two groups on both post-test recordings, with the treatment group scoring higher than the control group. Additionally, the within-group comparisons resulted in statistically significant differences for both groups. The treatment group scored higher on the study piece than the pre-test while the control group scored lower on the study piece than their pre-test. Descriptive and qualitative data were gathered on student self-assessment of performance and the implementation of cooperative learning into high school band. Results indicate that students in the cooperative learning treatment group varied greatly in ability to self-assess and that those abilities progressed over time. Students also engaged in the learning activities in a variety of ways. Factors that must be taken into consideration when implementing cooperative learning in a high school ensemble include the structure of the cooperative activities, the role of the band director, and the usage of time.

Despite the advancement of research and development on multi-robot teams, a key challenge still remains as to how to develop effective mechanisms that enable the robots to autonomously generate, adapt, and enhance team behaviours while improving their individual performance simultaneously. After a literature review of various multi-agent learning approaches, the two most promising learning paradigms, i.e., cooperative learning and advice sharing are adopted for future development. Although individually these methodologies may not provide a solution, their proper integration will provide a platform that allows for the incorporation of multi-agent learning with social behaviours. These methods are examined in relation to the performance characteristics of single-robot learning to ascertain if they retain viable learning characteristics despite the integration of individual learning into team behaviour. Further, various modifications to the Q-Learning algorithm were tested, and the best performing modification was implemented into the proposed multi robot learning approach.

Despite the advancement of research and development on multi-robot teams, a key challenge still remains as to how to develop effective mechanisms that enable the robots to autonomously generate, adapt, and enhance team behaviours while improving their individual performance simultaneously. After a literature review of various multi-agent learning approaches, the two most promising learning paradigms, i.e., cooperative learning and advice sharing are adopted for future development. Although individually these methodologies may not provide a solution, their proper integration will provide a platform that allows for the incorporation of multi-agent learning with social behaviours. These methods are examined in relation to the performance characteristics of single-robot learning to ascertain if they retain viable learning characteristics despite the integration of individual learning into team behaviour. Further, various modifications to the Q-Learning algorithm were tested, and the best performing modification was implemented into the proposed multi robot learning approach.

The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors that need to be addressed in teacher professional development programs in order to facilitate cooperative learning in Thai mathematics classrooms. The outcome of this study was a model consisting of two sets of criteria to inform the successful implementation of cooperative learning in Thai primary schools. The first set of criteria was for proposers and developers of professional development programs. This set consists of macro- and micro-level criteria. The macro-level criteria focus on the overall structure of professional development programs and how and when the professional development programs should be implemented. The micro-level criteria focused on the specific topics that need to be included in professional development programs. The second set of criteria was for Thai principals and teachers to facilitate the introduction of cooperative learning in their classrooms. The research outcome also indicated that the attainment of these cooperative learning strategies and skills had a positive impact on the students’ learning of mathematics.

This study was undertaken in conjunction with the Successful Integration of Learning Technologies (SILT) project in state schools in Victoria, Australia. The thesis reports an interpretative analysis of cooperative learning in computer-supported classes as it is currently conducted in selected Victorian primary schools. The framework for the study is grounded in the belief that cooperative learning encourages learning as a group as opposed to learning in a group (Slavin, 1980). The framework emphasises the importance of teachers using cooperative learning as a structure to enable students to think together. Therefore, analysis focuses on cooperative learning in a classroom context and the teachers’ units of work guiding the tasks they create. Using a mixed-method approach involving questionnaires, interviews and videotaped observations, the study was conducted in four sites with two teachers from each school and two groups of students from each class. (For complete abstract open document)

No description available.

Thesis (M.A.T.) -- School for International Training, 2006. / Advisor -- Bonnie Mennell Includes bibliographical references (leaves 64-65).

SILVA, Camila Barreto. Aprendizagem cooperativa no contexto da sala de aula: a análise da evolução psicogenética da língua escrita de aluno com deficiência intelectual. 2016. 339f. - Tese (Doutorado) - Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-10-07T16:58:48Z No. of bitstreams: 1 2016_tese _cbsilva.pdf: 2650088 bytes, checksum: 800f5bf6200b0c284e86f222db144052 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-10-11T12:54:44Z (GMT) No. of bitstreams: 1 2016_tese _cbsilva.pdf: 2650088 bytes, checksum: 800f5bf6200b0c284e86f222db144052 (MD5) / Made available in DSpace on 2016-10-11T12:54:45Z (GMT). No. of bitstreams: 1 2016_tese _cbsilva.pdf: 2650088 bytes, checksum: 800f5bf6200b0c284e86f222db144052 (MD5) Previous issue date: 2016 / This thesis aimed to analyze the Cooperative Learning constitutes psychogenetic evolution factor of the written language of students with intellectual disabilities in the context of common classroom. Examined whether there were differences in the evolution of syllabic writing among students with intellectual disabilities who participated in the sessions of Cooperative Learning and those in the control group. Also investigated these subjects had proactive behavior during production sessions written in the context of cooperation in the common room. Our study had a qualitative approach, using as a theoretical and methodological basis of the structural organization of the Cooperative Learning supported by Johnson, Johnson (1991, 1997, 1999). The thesis is the theoretical foundation sociointeractionist assumptions of Vygotsky, especially as the importance of interaction and the concept of mediation for learning group students; studies on the written language of psychogenesis countersigned by Ferreiro and Teberosky; and conceptions of the cognitive functioning of people with intellectual disabilities. Participated in the study six subjects with intellectual disabilities, four composing the experimental group and two control groups. ubjects attended three public schools in Fortaleza, in the 2nd and 3rd years of elementary school, and the Educational Service Specialist. The development of the research included nine procedures, including the application of pre-tests and writing post-tests, and performing 35 text production group sessions with each subject of the experimental group, a total of 140 sessions. The data revealed that, in general, subjects in the experimental group developed social skills to deal with and overcome the adversities of social-affective nature existing throughout the sessions and to position themselves in groups as the protagonist of his writing. The results showed that the subjects who participated in the sessions in groups showed behaviors of cooperative learning proposed the meeting, promoting, above all, the emergence of proactive attitudes during the construction of the collective texts, so that these subjects reflect on the system writing. Pre- and post-tests revealed changes of conceptual levels in the written language of the four subjects in the experimental group, and conceptual regressions in writing levels of the subjects in the control group. The data indicate that the cooperative learning constituted a structural approach applicable in the common room with intellectual disabilities with subjects in order to promote the development of psychogenic four study participants. The experience provided an opportunity also to subjects moments of reflection group on the writing system, making inferences and seeking autonomously solutions to your doubts and questions, an aspect that certainly contributes to the evolution of these subjects. / A presente tese teve por objetivo analisar se a Aprendizagem Cooperativa constitui-se fator de evolução psicogenética da língua escrita de alunos com deficiência intelectual em contexto de sala de aula comum. Analisou se existiam diferenças na evolução da escrita silábica entre os alunos com deficiência intelectual que participaram das sessões de Aprendizagem Cooperativa e aqueles do grupo controle. Investigou também se esses sujeitos apresentaram comportamentos pró-ativos durante as sessões de produção escrita em contexto de cooperação em sala comum. Nosso estudo teve uma abordagem qualitativa, utilizando como base teórica-metodológica a organização estrutural da Aprendizagem Cooperativa fundamentada por Johnson, Johnson (1991, 1997, 1999). A tese tem como fundamentação teórica os pressupostos sóciointeracionista de Vygotsky, principalmente quanto a importância da interação e do conceito de mediação para a aprendizagem dos alunos em grupo; os estudos sobre a psicogênese da língua escrita referendados por Ferreiro e Teberosky; e as concepções acerca do funcionamento cognitivo das pessoas com deficiência intelectual. Participaram do estudo seis sujeitos com deficiência intelectual, quatro constituindo o grupo experimental e dois o grupo controle. Os sujeitos frequentavam três escolas municipais de Fortaleza, nos 2º e 3º anos do Ensino Fundamental I, e o Atendimento Educacional Especializado. O desenvolvimento da pesquisa contou com nove procedimentos, dentre eles a aplicação de pré-testes e pós-testes de escrita, e a realização de 35 sessões de produção de texto em grupo com cada sujeito do grupo experimental, perfazendo um total de 140 sessões. Os dados revelaram que, de modo geral, os sujeitos do grupo experimental desenvolveram habilidades sociais para tratar e superar as adversidades de natureza socioafetivas existentes ao longo das sessões, bem como para posicionarem-se nos grupos como protagonista de sua escrita. Os resultados mostraram que os sujeitos que participaram das sessões em grupos apresentaram comportamentos ao encontro da proposta da Aprendizagem cooperativa, promovendo, sobretudo, a emergência de atitudes pró-ativas durante a construção dos textos coletivos, de modo que estes sujeitos refletissem sobre o sistema de escrita. Os pré e pós-testes revelaram mudanças de níveis conceituais na língua escrita dos quatro sujeitos do grupo experimental, e regressões conceituais nos níveis de escrita dos sujeitos do grupo controle. Os dados indicam que a Aprendizagem cooperativa constituiu-se uma abordagem estrutural aplicável em sala comum junto aos sujeitos com deficiência intelectual de modo a promover a evolução psicogenética dos quatro participantes do estudo. A experiência oportunizou também aos sujeitos momentos de reflexão em grupo acerca do sistema de escrita, fazendo inferências e buscando de forma autônoma soluções para suas duvidas e questionamentos, aspecto que certamente contribui para a evolução desses sujeitos.