Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Cooperative Learning | 6 |
| Grade 1 | 3 |
| Grade 2 | 3 |
| Grade 3 | 3 |
| Grade 4 | 3 |
| Grade 5 | 3 |
| Grade 6 | 3 |
| Grade 7 | 3 |
| Grade 8 | 3 |
| Group Activities | 3 |
| Kindergarten | 3 |
| More ▼ | |
Author
| Dimino, Joseph A. | 2 |
| Morris, Joan | 2 |
| Taylor, Mary Jo | 2 |
| Bae, Soung | 1 |
| Burns, Dion | 1 |
| Clark, Francis E. | 1 |
| Davis, Trina J. | 1 |
| Denton, Jon J. | 1 |
| Finson, Kevin D. | 1 |
| Fritch, Sarah C., Ed. | 1 |
| Jensen, Mary M. | 1 |
| More ▼ | |
Publication Type
| Guides - Classroom - Teacher | 3 |
| Reports - Research | 2 |
| Books | 1 |
| Collected Works - General | 1 |
| Reports - Descriptive | 1 |
Education Level
| Grade 6 | 6 |
| Grade 8 | 6 |
| Kindergarten | 6 |
| Elementary Education | 5 |
| Grade 1 | 5 |
| Grade 2 | 5 |
| Grade 3 | 5 |
| Grade 4 | 5 |
| Grade 5 | 5 |
| Grade 7 | 5 |
| Early Childhood Education | 4 |
| More ▼ | |
Audience
| Teachers | 3 |
| Practitioners | 2 |
Location
| California | 1 |
| Tennessee | 1 |
| Texas | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkBurns, Dion; Bae, Soung; Snyder, Jon D. – Stanford Center for Opportunity Policy in Education, 2017
Part of the Stanford Center for Opportunity Policy in Education (SCOPE) research series titled "Teachers' Time: Collaborating for Learning, Teaching, and Leading," this case study looks at the Santa Monica Alternative School House (SMASH), a K-8 public school in the Santa Monica-Malibu Unified School District (SMMUSD). It is a school of…
Descriptors: Teacher Collaboration, Time Management, Cooperative Learning, Time Factors (Learning)
Peer reviewed
Download full textDimino, Joseph A.; Taylor, Mary Jo; Morris, Joan – Regional Educational Laboratory Southwest, 2015
This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…
Descriptors: English Language Learners, Kindergarten, Grade 1, Grade 2
Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan – Regional Educational Laboratory Southwest, 2015
These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…
Descriptors: English Language Learners, Kindergarten, Grade 1, Grade 2
Finson, Kevin D.; Ormsbee, Christine K.; Jensen, Mary M. – Corwin, 2011
Teachers are required to provide appropriate science instruction to all students, including children with special needs. However, educators are often left on their own to figure out how to effectively differentiate lessons and activities. This timely, practical guidebook shows general and special educators how to retool science activities and…
Descriptors: Science Activities, Pervasive Developmental Disorders, Academic Achievement, Teacher Collaboration
McAllister, Deborah A., Ed.; Fritch, Sarah C., Ed. – Online Submission, 2007
As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…
Descriptors: Teaching Experience, Student Teaching, Research Projects, Action Research
Denton, Jon J.; Davis, Trina J.; Smith, Ben L.; Strader, R. Arlen; Clark, Francis E.; Wang, Li – eEducation Group, 2005
This multi-year program was based on the premise a digital divide exists between the technology skill levels of public school faculties compared to those of undergraduate teacher education candidates. The Technology Mentor Fellowship Program (TMFP) matched technologically-proficient pre-service teachers with K-12 teachers to model technology as an…
Descriptors: Preservice Teacher Education, Mentors, Elementary Secondary Education, Technology Integration
