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