GIH biblioteket

*00003003cam 122004097a 4500
*00138208
*00520120810092357.0
*008120423s2012    enk           000 0 eng
*020  $a978-0-415-66738-8 (hardback)
*035  $a17101084
*035  $a(SE-LIBR)12922027$x12922027
*05000$aGV361$b.C654 2012
*08204$a796.071$223
*084  $aEabr$2kssb/8 (machine generated)
*24500$aCooperative learning in physical education :$ba research-based approach /$cedited by Ben Dyson and Ashley Casey.
*260  $aMilton Park, Abingdon, Oxon ;$aNew York :$bRoutledge,$c2012.
*300  $a180 p.
*4900 $aRoutledge studies in physical education and youth sport
*520  $a"Cooperative Learning is a dynamic instructional model that can teach diverse content to students at different grade levels, with students working together in small, structured, heterogeneous groups to master subject content. It has a strong research tradition, is used frequently as a professional development tool in general education and is now emerging in physical education. This book defines Cooperative Learning in physical education and examines how to implement Cooperative Learning in a variety of educational settings. It explores Cooperative Learning in physical education from three main perspectives. The first, context of learning, provides descriptions of Cooperative Learning in different levels of education (elementary school, secondary school, and university physical education). The second, Cooperative Learning in the curriculum, offers case studies from teachers and researchers of their experiences of implementing Cooperative Learning within their own national context. The third perspective, key aspects of Cooperative Learning, examines how the different elements of the model have been foregrounded in efforts to enhance learning in physical education. As the only text to provide international perspectives, from eight different countries, of Cooperative Learning in physical education, this book is important reading for any student, researcher or teacher with an interest in physical education, sport education, sport pedagogy, curriculum development or methods for learning and teaching"--$cProvided by publisher.
*592  $aClip2MM$b2013-01-23
*650 7$aIdrottsundervisning$2sao$0148620
*650 0$aPhysical education and training$xStudy and teaching.
*650 0$aGroup work in education$zUnited States.
*650 7$aEDUCATION / Physical Education.$2bisacsh
*650 7$aSPORTS & RECREATION / General.$2bisacsh
*650 7$aSPORTS & RECREATION / Coaching / General.$2bisacsh
*650 0$aPhysical education and training
*653  $aIdrottsundervisning
*653  $aLärande
*653  $aIdrottslärare
*653  $aInlärning
*7001 $aDyson, Ben$4edt
*7001 $aCasey, Ashley$4edt
*852  $hEabr Cooperative
^

Cooperative Learning is a dynamic instructional model that can teach diverse content to students at different grade levels, with students working together in small, structured, heterogeneous groups to master subject content. It has a strong research tradition, is used frequently as a professional development tool in general education and is now emerging in physical education.

This book defines Cooperative Learning in physical education and examines how to implement Cooperative Learning in a variety of educational settings. It explores Cooperative Learning in physical education from three main perspectives. The first, context of learning, provides descriptions of Cooperative Learning in different levels of education (elementary school, secondary school, and university physical education). The second, Cooperative Learning in the curriculum, offers case studies from teachers and researchers of their experiences of implementing Cooperative Learning within their own national context. The third perspective, key aspects of Cooperative Learning, examines how the different elements of the model have been foregrounded in efforts to enhance learning in physical education.

As the only text to provide international perspectives, from eight different countries, of Cooperative Learning in physical education, this book is important reading for any student, researcher or teacher with an interest in physical education, sport education, sport pedagogy, curriculum development or methods for learning and teaching.

• Introduction - Cooperative Learning As A Pedagogical Model In Physical Education
• Context Of Learning
• Implementing The Cooperative Learning Model In Physical Education: The Experience Of New Zealand Teachers
• Teacher Action In The Cooperative Learning Model In The Physical Education Classroom
• Innovative Practice Through The Use Of Self-Made Materials: The Cooperative Learning Model In Spain
• Cooperative Learning In The Curriculum
• Putting Into Practice Cooperative Learning And Physical Activity With Primary Students
• Cooperative Learning Through The Eyes Of A Teacher-Researcher and His Students
• Using Cooperative Learning Model In Physical Education Teacher Education: From Theory To Practice
• Key Aspects Of Cooperative Learning
• Borrowing Strategies From Adventure-Based Learning To Enhance Group Processing In Cooperative Learning
• The Cooperative Learning Model As An Inclusive Pedagogical Practice In Physical Education
• Cooperative Learning And Tutoring In Sports And Physical Activities
• Cooperative Learning And Interactions In Inclusive Secondary School Physical Education Classes In Australia
• Conclusion- Cooperative Learning In Physical Education