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Listening to and learning from students : a case study of students' perceptions of collaboration in first-year composition /McBride, Maureen Nancy. January 2007 (has links)
Thesis (Ph. D.)--University of Nevada, Reno, 2007. / " May, 2007." Includes bibliographical references (leaves 289-296). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2008]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.
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Assessment of teamwork in higher education collaborative learning teams a validation study /De Hoyos Guevarra, Maria Lourdes del Consuelo, Resta, Paul E., January 2004 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2004. / Vita. Supervisor: Paul E. Resta. Includes bibliographical references. Also available from UMI.
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Transfer after training with single vs. multiple tasks by individuals and pairs of low and high ability fifth gradersBeamer, Robert Harlan. Lemke, Elmer A. Thomas, Clayton F. January 1970 (has links)
Thesis (Ed. D.)--Illinois State University, 1970. / Title from title page screen, viewed Sept. 2, 2004. Dissertation Committee: Elmer A. Lemke, Clayton F. Thomas (co-chairs), Francis R. Brown. Includes bibliographical references (leaves 76-81) and abstract. Also available in print.
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Fostering mathematical understanding through collaborative explanation /Lau, Kwok-yin, Arthur. January 1900 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 93-101).
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A study of computer support for collaborative learning in secondary art education /Hui, King-man. January 2002 (has links)
Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 195-199).
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Fostering mathematical understanding through collaborative explanationLau, Kwok-yin, Arthur. January 1900 (has links)
Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 93-101). Also available in print.
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Children helping children : a cooperative learning approach /Yamanashi, Julie E. January 2002 (has links) (PDF)
Thesis (B.Ed.(Hons)) - University of Queensland, 2002. / Includes bibliography.
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An explorative study of the effect of cooperative learning on creativity in craft design and technology /Leung, Kenneth K. P. January 2004 (has links) (PDF)
Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.
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Cooperative learning strategies for teaching undergraduate tonal theoryOllen, Joy Elaine 11 1900 (has links)
The purpose of this thesis was to show that cooperative learning strategies are suitable
teaching techniques for the instruction of undergraduate music theory. Literature in music
theory pedagogy has concentrated primarily on content-based teaching issues and offers little
information on the range of teaching techniques available for promoting student learning.
Many instructors may be relying on traditional teaching methods with which they are
familiar-lectures, lecture-demonstrations and teacher-led discussions-to instruct tonal theory
classes and may not be aware of cooperative learning or its potential usefulness as another
instructional strategy.
The body of this thesis is divided into three main sections. The opening section
demonstrates how traditional teaching methods alone fail to meet many learning needs of
students and points to cooperative learning strategies as one alternative method that addresses
these needs. In the next section, cooperative learning is further defined in order to differentiate
it from traditional group work. The third and largest section contains ten sample lesson plans
based on topics central to first- and second-year tonal harmony courses. Each lesson includes
at least one cooperative learning technique and a discussion of why the particular technique was
applied to the topic.
Instructors of tonal harmony who are looking for additional teaching strategies that actively
involve the learners should consider using cooperative learning. The sample lesson plans
offered in this thesis illustrate how these techniques may be used either briefly in conjunction
with more traditional methods or on their own in more extensive activities. Variety within
cooperative learning strategies has also been demonstrated by providing techniques ranging
from simple, user-friendly ideas for the inexperienced, to more complex and challenging
activities requiring higher levels of experience and collaborative skills. A selected bibliography
is included to assist readers in becoming familiar with some of the resources available to those
who use cooperative groups for instruction. / Arts, Faculty of / Music, School of / Graduate
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Expanding the understanding of self-directed learning : community action and innovative workplacesTaylor, Rosemary 11 1900 (has links)
Much confusion surrounds the term 'self-directed learning', which presently describes a process, a
goal, a teaching technique, and an outcome of that teaching. As a process, the literature
concentrates mainly on how individuals learn, with little reference to groups that can be as selfdirected
as individuals. The purposes of this study were: (a) to reduce conceptual confusion by
creating a typology distinguishing different processes of self-directed learning; (b) to explore the
phenomenon of group self-directed learning; and (c) to illustrate the effect of environment on
learning, and the complex learning dynamics in group settings.
This project arose somewhat differently from typical doctoral research. Data from two unrelated
field studies conducted for other purposes, completed before this thesis work began, each
illustrated self-directed groups learning informally in the contexts of community action and
innovative small workplaces. A subsequent review of the literature indicated a lack of attention to
this form of group learning, and the field studies were then re-analyzed from this perspective.
As a result of the literature review and data re-analysis (1) a typology emerged from the literature
review that divides the process of self-directed learning into three forms, each of which is context
sensitive but between which learners can continually move back and forth; (2) it appears that the
term 'autodidactic' can apply to specific groups which are both self-organized and self-directed in
their learning efforts; and (3) that the term 'autodidaxy' as presently defined is as conceptually
confusing as the term 'self-directed learning'. This confusion is reduced by the typology proposed
by this thesis. Minor findings indicate two continuing problems. The first is reluctance by some to
accord non-credentialed learning the value it deserves, and the second is the difficulty often
encountered in transferring knowledge from the site of learning to the site of application. This
study concludes that 'informalizing' some formal curricula, and encouraging self-directed learning
at all levels and in all contexts, may provide some of the tools necessary for living and learning in
the twenty-first century. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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