Session Information
PRE_B2, Preconference; Paper Session B2
Paper Session
Contribution
Method
Expected Outcomes
References
Abrami, P.C., Poulsen, C. & Chambers, B. (2004). Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning. Educational Psychology, 24, (2), 201-216. Angelides, P., Stylianou, T., & Leigh, J. (2007). The efficacy of collaborative networks in preparing teachers. European Journal of Teacher Education, 30, (2), 135-149. Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design Research: theoretical and methodological issues. The Journal of the Learning Sciences, 13, (1), 15-42. Fullan, M. (2001). The New Meaning of Educational Change. Third Edition. New York: Teacher College, Colombia University. Geddis, A. & Wood, E. (1997). Transforming subject matter and managing dilemmas: a case study in teacher education. Teaching and Teacher Education, 13, (6), 611-626. Hermans, R., van Braak, J. & Van Keer, H. (2007). Development and validation of the Teachers' Educational Beliefs Scale: Distinguishing a developmental and transmissive dimension. Teaching and Teacher Education. In press. Hillkirk, K. (1991). Cooperative learning in the teacher education curriculum. Education, 111, (4). 479-482. Ishler, A.L., Johnson, R.T. & Johnson, D.W. (1998). Long-term effectiveness of a statewide staff development program on cooperative learning. Teaching and Teacher Education, 14, (3), 273-281. Krol-Pot, K. (2005). Toward independence. Implementation of cooperative learning in primary schools. Unpublished doctoral dissertation, Radboud Universiteit, Nijmegen. Loughran, J. (2006) Developing a pedagogy of teacher education. Understanding teaching and learning about teaching. London/New York: Routledge Lunenberg, M., Korthagen, F. & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, (23), 586-601. Lunenberg, M., & Korthagen, F. (2005). Breaking the didactic circle: a study on some aspects of the promotion of student-directed learning by teachers and teacher educators. European Journal of Teacher Education, 28, (1), 1-22. Murray, K. & Macdonald, R. (1997). The disjunction between lecturers’ conceptions of teaching and their claimed educational practice. Higher Education, 33, 331-349. Shachar, H. & Shmuelevitz, H. (1997). Implementing cooperative learning, teacher collaboration and teachers’ sense of efficacy in heterogeneous junior high schools. Comtemporary Educational Psychology, (22), 53-72. Slavin, R. (1996). Research on cooperative learning and achievement: what we know, what we need to know. Contemporary Educational Psychology, 21, 43-69. Swennen, A., Korthagen, F. & Lunenberg, M. (2004). Congruent opleiden door lerarenopleiders. [Congruent teaching by teacher educators]. VELON Tijdschrift voor lerarenopleiders, 25, (2), 17-18. Tigchelaar, A., Korthagen, F., Wubbels, T., Broekman, H., Galesloot, L., Haenen, J., de Jong, O., Koster, B., van der Kraats, R., Melief, K., Schrijnemakers, H., Veldman, I. & Verkuyl, H. (2001). Praktijkrelevant opleiden, een inleiding. [Educating with relevance to practice, an introduction]. In: Korthagen, F., Tigchelaar, A. & Wubbels, T. (Eds.) (2001). Leraren opleiden met het oog op de praktijk (pp. 7-23). Leuven: Garant. Veenman, S., Kenter, B., & Post, K. (2000). Cooperative learning in Dutch primary classrooms. Educational Studies, 26, (3), 281-302. Veenman, S., van Benthum, N., Bootsma, D., van Dieren, J. & van der Kemp, N. (2002). Cooperative learning and teacher education. Teaching and teacher education, 18, 87-103. Vermunt, J. & Van Rijswijk, F. (1997). Inventaris Leerstijlen voor het hoger onderwijs. Tilburg: Katholieke Universiteit Brabant. Vygotsky, L.S (1969). Thought and language. Cambridge: MIT press.
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