Conclusion

Mara Sapon-Shevin, Elizabeth G. Cohen

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

This book marks the first time that information has been collected on how cooperative learning is conceptualized and implemented within teacher education programs. The cases selected for inclusion are not a random sample. Indeed, each program represents significant, longstanding commitment by faculty to the importance of this instructional strategy. A study of these cases has yielded important new knowledge. We are now significantly smarter than we were at the inception of the project about what can be accomplished and how teacher educators have brought about a measure of success. But the programs and research described in this book have also illuminated many challenges for teacher educators and helped us to identify areas of necessary future exploration and research.

Original languageEnglish (US)
Title of host publicationTeaching Cooperative Learning: The Challenge for Teacher Education
PublisherState University of New York Press
Pages217-223
Number of pages7
ISBN (Print)0791459691, 9780791459690
StatePublished - 2004

Fingerprint

teacher
educator
cooperative learning
random sample
inclusion
commitment
knowledge
education

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Sapon-Shevin, M., & Cohen, E. G. (2004). Conclusion. In Teaching Cooperative Learning: The Challenge for Teacher Education (pp. 217-223). State University of New York Press.

Conclusion. / Sapon-Shevin, Mara; Cohen, Elizabeth G.

Teaching Cooperative Learning: The Challenge for Teacher Education. State University of New York Press, 2004. p. 217-223.

Research output: Chapter in Book/Report/Conference proceedingChapter

Sapon-Shevin, M & Cohen, EG 2004, Conclusion. in Teaching Cooperative Learning: The Challenge for Teacher Education. State University of New York Press, pp. 217-223.
Sapon-Shevin M, Cohen EG. Conclusion. In Teaching Cooperative Learning: The Challenge for Teacher Education. State University of New York Press. 2004. p. 217-223
Sapon-Shevin, Mara ; Cohen, Elizabeth G. / Conclusion. Teaching Cooperative Learning: The Challenge for Teacher Education. State University of New York Press, 2004. pp. 217-223
@inbook{e126ba1976b34adf8872f224f88c21aa,
title = "Conclusion",
abstract = "This book marks the first time that information has been collected on how cooperative learning is conceptualized and implemented within teacher education programs. The cases selected for inclusion are not a random sample. Indeed, each program represents significant, longstanding commitment by faculty to the importance of this instructional strategy. A study of these cases has yielded important new knowledge. We are now significantly smarter than we were at the inception of the project about what can be accomplished and how teacher educators have brought about a measure of success. But the programs and research described in this book have also illuminated many challenges for teacher educators and helped us to identify areas of necessary future exploration and research.",
author = "Mara Sapon-Shevin and Cohen, {Elizabeth G.}",
year = "2004",
language = "English (US)",
isbn = "0791459691",
pages = "217--223",
booktitle = "Teaching Cooperative Learning: The Challenge for Teacher Education",
publisher = "State University of New York Press",

}

TY - CHAP

T1 - Conclusion

AU - Sapon-Shevin, Mara

AU - Cohen, Elizabeth G.

PY - 2004

Y1 - 2004

N2 - This book marks the first time that information has been collected on how cooperative learning is conceptualized and implemented within teacher education programs. The cases selected for inclusion are not a random sample. Indeed, each program represents significant, longstanding commitment by faculty to the importance of this instructional strategy. A study of these cases has yielded important new knowledge. We are now significantly smarter than we were at the inception of the project about what can be accomplished and how teacher educators have brought about a measure of success. But the programs and research described in this book have also illuminated many challenges for teacher educators and helped us to identify areas of necessary future exploration and research.

AB - This book marks the first time that information has been collected on how cooperative learning is conceptualized and implemented within teacher education programs. The cases selected for inclusion are not a random sample. Indeed, each program represents significant, longstanding commitment by faculty to the importance of this instructional strategy. A study of these cases has yielded important new knowledge. We are now significantly smarter than we were at the inception of the project about what can be accomplished and how teacher educators have brought about a measure of success. But the programs and research described in this book have also illuminated many challenges for teacher educators and helped us to identify areas of necessary future exploration and research.

UR - http://www.scopus.com/inward/record.url?scp=84867202885&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84867202885&partnerID=8YFLogxK

M3 - Chapter

SN - 0791459691

SN - 9780791459690

SP - 217

EP - 223

BT - Teaching Cooperative Learning: The Challenge for Teacher Education

PB - State University of New York Press

ER -