Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [88]-91). Also available on the Internet.

Thesis (Ed. S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 59 p. Includes bibliographical references p. 58-59.

Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 39-44).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [88]-91). Also available on the Internet.

To operate in our modern society students’ education, need to contribute to lifelong learning by promoting desirable social interaction and improving the way in which people overcome difficulties and establishing relationships in different contexts. The present study sets out to examine the practice of cooperative learning for students' learning in the subject of English. Furthermore, the research questions address the benefits and challenges teachers describe using cooperative learning for students' language development and learning. The study is based on sociocultural theory, which means that learning takes place through interaction. In order to investigate the study's questions, qualitative semi-structured interviews are conducted with competent teachers in grades F-3, who use CL in their teaching. The thematic analysis of my study identified several benefits on how cooperative learning promotes students' learning. The results show that teachers express positive attitudes to CL’s structures and strategies as they believe that these constitute to increased participation, cooperation skills and also increases the prospects for developing students' language development and learning. Despite challenges for students with social difficulties and with different levels of knowledge, the interviewed teachers believe that CL can be adapted and reworked at the group and individual level to meet the needs in the different classrooms. Collaboration and student interaction are prominent factors in the curriculum. Through reciprocal dialogues with others, children can construct new knowledge free from the constraints of a larger class group.

Denna kvalitativa studie undersöker hur kooperativa lärandesituationer påverkar elevers individuella matematiska utveckling genom användning av problemlösningsuppgifter. Studiens bakgrund belyser det innehåll som berör kooperativt lärande, kooperativa lärprocesser, kommunikation, problemlösning samt de matematiska förmågorna. Empirin till studien har samlats in utifrån 18 elever, i årskurs 3, som under tre moment genomfört tre olika problemlösningsuppgifter. Första och tredje momentet genomfördes individuellt av eleverna medan moment två genomfördes under en kooperativ lärandesituation. Vid moment två observerades elevernas samspel med hjälp av observationsscheman. Moment ett och tre jämfördes sedan utifrån den kooperativa lärandesituationen för att se dess påverkan på elevernas individuella matematiska utveckling. För att besvara studiens syfte och frågeställningar användes det sociokulturella perspektivet i samband med en kvalitativ analys. Resultatet visade en variation av påverkan på elevernas individuella matematiska utveckling. Det som framgick som betydelsefullt för elevers matematiska utveckling var gruppkonstellationen, elevers matematiska kunskapsutveckling samt elevens roll under den kooperativa lärandesituationen. Avslutningsvis förs en diskussion kring studiens metodik och resultat.