1.
Center
for Effective Collaboration and Practice. (2001). Functional behavioral
assessment. Retrieved May 29, 2007, from
The
Center for Effective Collaboration and Practice is centered on problem solving
and its processes in the addressing of student problem behaviors. Most of the research and assessments,
in particular the functional behavior assessment consists of videos containing
intervention plans. It covers the definitions and
origins of functional behavioral assessment, what is involved in conducting a
functional behavioral assessment and the criteria for determining when one is
needed, and other relevant issues surrounding this technique. The video set will prove helpful, as it
will offer insight as to how to perform effective assessments during the data
collection process.
2. Sawyer,
R. K. (2007). Group genius: The creative power of collaboration. New
York: Basic Books.
Professor
Sawyer, is an Associate Professor of Education, an Adjunct Professor in the
Department of Psychology, and an Affiliated Professor in the Program in
Philosophy, Neuroscience, and Psychology at Washington University in St. Louis.
His focus on “interaction analysis” began while studying his doctorate
degree. This book focuses on
guided and planned improvisations that enhance creativity in the collaborative
learning environment. The book
presents research on the collaborative nature of the mind, and also offers
insight to the creative collaboration process. This book differs in that it uses comparative research in
the workplace, and draws conclusion and connection from the success of both
students and group workers in the professional environment.
3.
North, A. C., Linley, P. A., &
Hargreaves, D. J. (2000). Social loafing in a co-operative classroom task. Educational
Psychology, 20(4), 389-392.
The authors, reasearchers at the University of
Leicester, UK, and Roehampton Institute, Digby Stuart College, UK, make
reference to ‘social loafing.’
Emphasis was placed on the potential impact of group size on social
loafing. Reference is made to the
importance of group collaborations as a means of: a) developing a variety of transferable and b) assisting the
development of students that are less able. There is a central focus of educational gains acquired by
created collaborative classroom activities. The research data is conducted on Undergraduate college
students vs. High Schoolers.
4.
Negus, K., & Pickering, M. (2004). Creativity,
communication, and cultural value.
London: Sage Publications.
The authors, Pickering and Negus, are researchers
hailing from the United Kingdom and span studies of musicology, media, and
cultural analysis. The book deals
with creativity, the communication thereof, and the culture of it. The main focus is to counter both the
fallacious and opportunistic views of the term. This reference will be used as a way of breaking down the
term “creativity,” and will encompass the use of it in the classroom as a means
of studying group interaction while creating. The main goal of this article is to put into perspective a
singular model of the term, and uses of it to enhance communication and
cultural growth. This will serve
as a viable resource, as it will help zero in on the term in affiliation with
communication and culture.
5.
Moran, S., & John-Steiner, V.
(2003). Creativity in the making: Vygotsky's contemporary contribution to the
dialectic of development and creativity. Creativity and development (pp.
61-90). New York: Oxford University Press, Inc.
Moran, PhD., human development and psychology,
Harvard, and Vera John-Steiner, PhD. Presidential Professor of Linguistics
& Education, University of New Mexico, perform research based on the
Russian, Lev Vygotsky. Vygotsky
was an icon in the early research and theory of developmental and child
psychology. Vygotsky theorized that learning jumpstarted mental development and
knowledge construction was a social, cooperative venture. Because of his notion
of the zone of proximal development, through which a less capable person learns
with the aid of a more capable person, and his extensive work on the role of
language in mediating relationships, Vygotsky’s strongest influence has been in
teacher training and linguistics.
This will serve as a sound reference, as it is important to understand
theories of development prior to collecting data.
6.
Mason, J. (2002). Qualitative
researching. London: Sage Publications.
Jennifer Mason, Professor of Sociology, Co-Director
of Morgan Centre for Study of Relationships and Personal Life, University of
Manchester, UK, has authored the qualitative research document that I will use
as a “handbook” while forming the qualitative study. The book defines qualitative research and presents
challenges in obtaining it. This
will serve as a wonderful tool in helping the research process remain true to
its type. This book will serve as
nothing more than a tool to help better collect, record, and present data,
which makes it quite contradictory to the other references.
7.
Michaelson, L.K., Sweet, M. (2008). The
Essential Elements of team-based learning. New Directions for Teaching and
Learning, 7-14
Larry K. Michaelson, University of Oklahoma, and
Michael Sweet probe interest in team –based learning in small groups. This will serve as an extremely
important facet in future research, as it deals with smaller group practices,
which will be a similar setting for the research that is to be conducted. It focuses on assurance testing, peer
evaluations and the proper introduction to team based learning in the
classroom. The article also deals
with Expanded use of team-based learning in Professional Schools and
International settings, which may pose little needed information for this
particular study. However, there
is information that is also presented involving team based learning and
Instructional Technology, which will serve as an invaluable tool.
Mark K. Smith, author of this
article, spends time focusing on Wenger’s idea that communities of practice are
formed by people who engage in a process of collective learning in a shared
domain of human endeavor. There is
much ideology placed on characteristics of communities of practice, and the
three elements consisting of the domain,
the community and the practice. There is research that emphasizes that
to learn to talk is a legitimate peripheral participation. T=Focus is dealt with Learning
organizations and learning communities. Te research concludes with issues and
implications or educators and amateurs.
9.
Gokhale, A. A. (1995). Collaborative Learning
Enhances Crtitical Thinking.
Retrieved June 5, 2012, from
The researcher of this article,
Gokhale, is an Associate Professor at Western Illinois University, sets forth
his independent variable, which focused on method of instruction. This variable carries two specific
categories, Individual Learning and Collaborative Learning. This information can be helpful as it
shows the independent learning variable that can be used to measure individual
vs. group learning in either environment. The research is put in specific
steps, and clear sets of data measuring tools are used. The chosen two methods are lecture and
worksheet. Both sets were used on
both the Individual Learning Group, and the Collaborative Group. His findings are quantitative, which
could not be used in the research, but his methods could prove as useful tools.
1. Slavin,
R., Schlomo, S., Kagan, S.,
Hertz-Lazarowitz, R., Webb, C.,
Schmuck, R. (1985). Learning To Cooperate/Cooperate To Learn. Plenum Press, New York
This book consists of multiple articles
stemming form Professors from a variety of Universities to Include John
Hopkins, University of Oregon, and study in the Education Departments
there. He brings forth the ideas
that over the past decades that human beings have pushed to live closer
together and react and learn in closer knot environments. They claim that there are two “streams”
of historical thought that flows from the work of Hohn Dewey and the other
flowing out of the work of Kurt Lewin.
The article presents Historical research on the theories of Cooperating
Learning. The main focus of my
research will stem from the question of “What happens when we change from the
traditional classroom to cooperative methods?” They have been studied in two principal areas: student achievement and students social
relationships. This will be a main
resource for the upcoming research to be performed.
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