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O'Donnell, A. M. (2001). Group processes in the classroom.
International encyclopedia for the social and behavioral sciences.
Amsterdam: Elsevier Science. Group processes in the classroom occur when peers engage in a common
task and can include a variety of both social and cognitive processes. The
focus of this article is on cooperative or collaborative groups of peers.
Thus, group processes occur during peer learning. The paper describes a
number of theoretical orientations toward peer learning that suggest
different explanatory mechanisms for effective peer learning. These
orientations have different implications for important decisions in the
classroom. The relationship between what researchers know about effective
group processes and the use of this knowledge by teachers is examined. Two
models for considering group processes are described that attempt to
integrate the varying theoretical orientations to peer learning. One model
emphasizes motivation and the other focuses on the quality of discourse as
a predictor of achievement. These models may make it possible to provide a
better linkage between empirical research and classroom practice. Finally,
directions for future research are outlined. Here are two books from the International Reading Association ( Below is the blurb on the book from the IRA website, followed by the Table of Content. Also on the website, you can read chapter 3 which has a nice discussion of a range of collaboration modes. Risko, V. J., & Bromley, K. (2000). Collaboration for diverse
learners: Viewpoints and practices. Newark, DE: International Reading
Association. collaboration and its implementation, and examples of several collaborative projects that are successfully in place in K–12 classrooms and teacher education programs throughout the United States. Section 1
Chapter 1 -- New Visions of Collaboration Victoria J. Risko and Karen Bromley Chapter 2 -- Getting Started With Collaboration Marjorie Montague and Cynthia Warger Chapter 3 -- Collaboration in the Schools: A Theoretical and Practical View Barbara J. Walker, Ronald J. Scherry, and Christine Gransbery Chapter 4 -- Co-Teaching: It Takes More Than ESP Jeanne Shay Schumm, Marie Tejero Hughes, and Maria Elena Arguelles Chapter 5 -- Collaboration as Deliberate Curriculum Decision Making Marleen C. Pugach and Mary Ann Fitzgerald Chapter 6 -- "Title I Bought That Coffee Pot!" Family Literacy Professionals Learn to Collaborate Nancy D. Padak, Connie Sapin, and Connie Spencer Ackerman
Chapter 7 -- Collaboration in a First-Grade Classroom: Shared Inquiry Supports Diverse Learners' Literacy Development Jacqueline K. Peck Chapter 8 -- Collaborative Learning Strategies in Diverse Classrooms Patricia Douville and Karen D. Wood Chapter 9 -- Expanding Collaborative Roles of Reading Specialists: Developing an Intermediate Reading Support Program Donna Ogle and Ellen Fogelberg
Carol A. Lyons Chapter 11 -- Educational Teams for Students With Diverse Needs: Structures to Promote Collaboration and Impact Beverly Rainforth and Jill L. England Chapter 12 -- Emphasizing Differences to Build Cultural Understandings Patricia Ruggiano Schmidt Chapter 13 -- Communicating and Collaborating With Linguistically Diverse Communities Bertha Pérez Chapter 14 -- Developing Collaboration With Culturally Diverse Parents Chapter 15 -- Home-School Connections in a Community Where English Is the Second Language: Project FLAME Flora V. Rodríguez-Brown Chapter 16 -- Reading at Home, Reading at School: Conflict, Communication, and Collaboration When School and Home Cultures Are Different Gisela Ernst-Slavit, Jofen Wu Han, and Kerri J. Wenger Chapter 17 -- Collaboration Across Language, Age, and Geographic Borders Teresa J. Kennedy and George F. Canney Chapter 18 -- A School-University Project on Collaboration and Consultation Susan S. Osborne and Ann C. Schulte Chapter 19 -- Classroom Teachers and Reading Specialists Working Together to Improve Student Achievement Rita M. Bean Chapter 20 -- Establishing Effective Collaboration for Knowledge Building With Technology Supports Sean P. Brophy
Conclusions Chapter 21 -- Collaboration for Diverse Learners: Reflections and Recommendations Karen Bromley and Victoria J. Risko The other book from IRA is a collection of activities for primary school students. Belk, E. J. A., & Thompson, R. A. (2001). Worm painting and 44 more hands-on Language Arts activities for the primary grades. Newark, DE: International Reading Association. The focus of this book is activities that help develop language arts skills in K-3 students while continually demonstrating that learning can be lots of fun. The 45 activities are divided into nine parts. The part of most interest to IASCE members will Part 8 entitled Applying Cooperative Learning Strategies through Creative Dramatics.
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