Persistent Link:
http://hdl.handle.net/10150/282627
Title:
Implementation of cooperative learning in Mexican high schools
Author:
Moreno, Cosio Macario, 1954-
Issue Date:
1998
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study has to describe and analyze the change processes experienced by Mexican social studies high school teachers is their classrooms after having been trained in the use of cooperative learning through small work groups. After the training, two teachers implemented this instructional method. The investigation was conducted in two urban high schools from the Autonomous University of Sinaloa, Mexico. The participants in the training program were made up of 14 teachers from 3 different high schools. Two of these teachers were selected by the researcher to put into practice this educational approach. The selected teachers were then observed for four weeks and analyzed in the difficulties that they faced in implementing this teaching method, the changes experienced in their teaching practices, and the changes produced in their beliefs, attitudes, and behavior with respect to their teaching practices. The data collection was gathered through teachers questionnaires after the training course and through interviews and classroom observations during the implementation of cooperative learning. Therefore, the analysis of this investigation was carried out through qualitative methods.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Teacher Training.; Education, Secondary.; Education, Social Sciences.; Education, Curriculum and Instruction.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching and Teacher Education
Degree Grantor:
University of Arizona
Advisor:
Doyle, Walter; Lopez, Richard

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleImplementation of cooperative learning in Mexican high schoolsen_US
dc.creatorMoreno, Cosio Macario, 1954-en_US
dc.contributor.authorMoreno, Cosio Macario, 1954-en_US
dc.date.issued1998en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study has to describe and analyze the change processes experienced by Mexican social studies high school teachers is their classrooms after having been trained in the use of cooperative learning through small work groups. After the training, two teachers implemented this instructional method. The investigation was conducted in two urban high schools from the Autonomous University of Sinaloa, Mexico. The participants in the training program were made up of 14 teachers from 3 different high schools. Two of these teachers were selected by the researcher to put into practice this educational approach. The selected teachers were then observed for four weeks and analyzed in the difficulties that they faced in implementing this teaching method, the changes experienced in their teaching practices, and the changes produced in their beliefs, attitudes, and behavior with respect to their teaching practices. The data collection was gathered through teachers questionnaires after the training course and through interviews and classroom observations during the implementation of cooperative learning. Therefore, the analysis of this investigation was carried out through qualitative methods.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Teacher Training.en_US
dc.subjectEducation, Secondary.en_US
dc.subjectEducation, Social Sciences.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDoyle, Walteren_US
dc.contributor.advisorLopez, Richarden_US
dc.identifier.proquest9829365en_US
dc.identifier.bibrecord.b38554264en_US
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