Session Information
04 SES 06 A, Effective Provision: Models
Paper Session
Contribution
Our paper presents some of the results of PAC[i] Research Project, whose purpose was to verify how Cooperative Program to Learning_Learning to Cooperate (CL-LC[ii]), contributes to the improvement of educational practices that promote educational and social inclusion of all students. One of the objectives of this project was to investigate which characteristics and conditions of the training/advice processes for the introduction of the cooperative learning program helps a effective development of that. This research in the field of improving educational practices, is one of the signs of identity of the CIES network (Collaboration in Educational and Social Research) which belongs to the Research Group on Care Diversity at the University of Vic who developed the research project.
The Program CL_LC (Cooperating to Learn_Learning to Cooperate) is based on the principles of cooperative learning, following the approach of Kagan (1999) and Johnson and Johnson (1997), and it has been developed by the GRAD, as proposed Pujolàs, 2008. The program articulates a set of educational resources organized into three closely related areas of intervention: the intervention area A with resources linked to the cohesion of the group, the intervention area B which contains a series of structures of cooperative activity to implement the curricular learning of the curriculum areas, and the area of intervention C, which includes actions aimed at teaching pupils and students, in an explicit and systematic way, to work in teams.
The main question of investigation related to the formation advice focused on whether the introduction of CL_LC program through a process of training/advice facilitates permanent improvements to the inclusion of students in the teaching practice of teachers and their school in general. Specifically, three sub-questions were proposed: a) Does it promote the development of "improvement contents" from the practices of teachers who develop substantial elements of their educational model? b) Does it allow the development of "improvement content" to adapt and innovate some elements of the CL_LC Program? c) Does it introduce "improvement contents" resulting from the difficulties encountered by teachers through all phases and tasks of the training/advice process?
The theoretical framework of research on training/advice for innovation is the concept of the meaning of the change process, its key components and phases that Fullan (2002) provides, Ainscow’s, Hopkins’, and West Soutworth’s (2001) research on school improvement and the programs focused on cooperative learning made by Slavin and Madden (1998).
[i] PAC project: Programa didáctico inclusivo para atender en el aula alumnado con necesidades educativas diversas. Una investigación evaluativa. Ministerio de Educación y Ciencia (Referencia: SEJ2006-01495/EDUC)
[ii] Original title: Programa Cooperar para Aprender/Aprender a Cooperar.
Method
Expected Outcomes
References
Ainscow, M., Bereford, J. Harris, A. Hopkins, D., & West, M. (2001). Crear condiciones para la mejora del trabajo en el aula. Madrid: Narcea. Fullan, M. (2002). Los nuevos significados del cambio en educación. Bacelona: Octaedro. Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1999). El aprendizaje cooperativo en el aula. Buenos Aires: Paidós Kagan, S. (1999). Cooperative Learning. San Clemente. Resources for Teachers, Inc. Lago, J. R., & Onrubia, J. (2010). Asesoramiento psicopedagógico y mejora de la práctica educativa. Barcelona: Horsori. [publicado originalmente en catalán: Assessorament psicopedagògic i millora de la pràctica educativa. Vic: Eumo, 2008]. Pujolàs, P. (2008). 9 ideas clave. El aprendizaje cooperativo. Barcelona: Graó. Pujolas, P., & Lago, J. R. (2007). La organización cooperativa de la actividad educativa. In J. Bonals, & M. Sánchez-Cano (Coords.). Manual de asesoramiento psicopedagógico. Barcelona: Graó.
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