Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to explore the connection between teacher ideologies/beliefs and the teacher's use of cooperative/collaborative learning in the high school English classroom. An overview of the elements of educational philosophy and their interaction with innovative teaching methodology was presented to afford a better understanding of the connection between the individual teacher's epistemological ideologies/beliefs and implementation of cooperative/collaborative learning.
This study utilized quantitative research methodology. Data were collected through use of survey responses and informal discussions with department chairpersons and teachers.
The data analysis revealed that teacher's individual educational philosophy influences use of innovative methodology such as collaborative learning. In addition, data revealed that the collaborative learning is a type of methodology that can easily be incorporated into any teacher's pedagogical repertoire, despite the educational philosophy stance of the teacher. / 2031-01-01
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/32830 |
| Date | January 2002 |
| Creators | Smith, Patricia Ann |
| Publisher | Boston University |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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