Conclusion

Mara Sapon-Shevin, Elizabeth G. Cohen

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

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
Subtitle of host publicationThe Challenge for Teacher Education
PublisherState University of New York Press
Pages217-223
Number of pages7
ISBN (Print)0791459691, 9780791459690
StatePublished - Dec 1 2004

ASJC Scopus subject areas

  • Social Sciences(all)

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    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.