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  • Curriculum paper_11.11.2018

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in European Education on 10 June 2019, available online: https://www.tandfonline.com/doi/full/10.1080/10564934.2019.1619463

    Accepted author manuscript, 427 KB, PDF-document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Influences on Developing Collaborative Learning Practices in Schools: Three Cases in Three Different Countries

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>1/08/2019
<mark>Journal</mark>European Education
Issue number3
Volume51
Number of pages19
Pages (from-to)212-230
Publication statusPublished
Early online date10/06/19
Original languageEnglish

Abstract

This article explores influences on the development of collaborative learning practices in schools. Evidence from three cases in three countries is detailed and analyzed, using a theoretical framework concerned with school curricula: aims and intended learning outcomes; syllabus, learning and teaching methods; and assessment. In each of the three cases (England, Germany, and Lithuania), a review of national statutory requirements and nonstatutory guidelines is supported by evidence from teacher practice (in-depth case studies), which are then viewed through a comparative case-study method approach. The article highlights influences on practice, and draws conclusions about developing effective future policy and practices.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in European Education on 10 June 2019, available online: https://www.tandfonline.com/doi/full/10.1080/10564934.2019.1619463