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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 Journal/Magazine › Journal article › peer-review

Published

Standard

Influences on Developing Collaborative Learning Practices in Schools: Three Cases in Three Different Countries. / Naujokaitiene, Justina; Passey, Don.
In: European Education, Vol. 51, No. 3, 01.08.2019, p. 212-230.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Naujokaitiene, J & Passey, D 2019, 'Influences on Developing Collaborative Learning Practices in Schools: Three Cases in Three Different Countries', European Education, vol. 51, no. 3, pp. 212-230. https://doi.org/10.1080/10564934.2019.1619463

APA

Naujokaitiene, J., & Passey, D. (2019). Influences on Developing Collaborative Learning Practices in Schools: Three Cases in Three Different Countries. European Education, 51(3), 212-230. https://doi.org/10.1080/10564934.2019.1619463

Vancouver

Naujokaitiene J, Passey D. Influences on Developing Collaborative Learning Practices in Schools: Three Cases in Three Different Countries. European Education. 2019 Aug 1;51(3):212-230. Epub 2019 Jun 10. doi: 10.1080/10564934.2019.1619463

Author

Naujokaitiene, Justina ; Passey, Don. / Influences on Developing Collaborative Learning Practices in Schools : Three Cases in Three Different Countries. In: European Education. 2019 ; Vol. 51, No. 3. pp. 212-230.

Bibtex

@article{f669b641bccc47e0825f466af57d1ba7,
title = "Influences on Developing Collaborative Learning Practices in Schools: Three Cases in Three Different Countries",
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.",
keywords = "collaborative learning, case studies, curriculum analysis, comparison, three countries",
author = "Justina Naujokaitiene and Don Passey",
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",
year = "2019",
month = aug,
day = "1",
doi = "10.1080/10564934.2019.1619463",
language = "English",
volume = "51",
pages = "212--230",
journal = "European Education",
issn = "1944-7086",
publisher = "Taylor and Francis",
number = "3",

}

RIS

TY - JOUR

T1 - Influences on Developing Collaborative Learning Practices in Schools

T2 - Three Cases in Three Different Countries

AU - Naujokaitiene, Justina

AU - Passey, Don

N1 - 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

PY - 2019/8/1

Y1 - 2019/8/1

N2 - 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.

AB - 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.

KW - collaborative learning

KW - case studies

KW - curriculum analysis

KW - comparison

KW - three countries

U2 - 10.1080/10564934.2019.1619463

DO - 10.1080/10564934.2019.1619463

M3 - Journal article

VL - 51

SP - 212

EP - 230

JO - European Education

JF - European Education

SN - 1944-7086

IS - 3

ER -