The Transformative Power of Co-operation in Education

4, 5 & 6 July 2013
Faculty of Education, University of Hull, Scarborough Campus, England

The IASCE—in co-operation with the School of Education at the University of Hull, England and the International Association for Intercultural Education (IAIE)—is please to invite you to the 2013 international conference, The Transformative Power of Co-operation in Education.

For over 30 years, the IASCE has led the way in highlighting and disseminating research and practice in co-operative learning. For this conference, we invite proposals that examine the power of co- operation from a broad range of perspectives. We invite proposals that focus on students, teachers, classrooms and schools, as well as communities, co-operative enterprises, and regional and national entities.

Goals of the conference include
  • deepening understanding of how co-operation can be appropriately developed and expanded in differing contexts to encourage learning and development, and
  • encouraging educational and organizational innovation and transformation based on co-operative values.

The 2013 conference is an opportunity for practitioners, academics, and representatives from community organizations to participate in an event that is designed to encourage dialogue and reflection through intentional interaction.

Please see the main Conferences and events page for details of how to register for the conference.

The Transformative Power of Co-operation in Education

The Conference Strands

The conference strands intend to promote stimulating sessions on topics relevant to co-operation in all aspects of education. Across all strands, we welcome proposals that integrate experiences, examples and study that demonstrate the following:

  • high-quality implementation;
  • organisational approaches;
  • application in different contexts;
  • current quantitative and qualitative research;
  • assessment and evaluation.

Strand 1: Transforming school, college and university classrooms through co-operative learning

This strand invites sharing of methods, materials, programmes, projects and research that relate to the implementation of high quality co-operative learning in all content areas and stages/grade levels of education. Proposals might address issues such as:

  • students’ academic, social and emotional development and learning;
  • how to achieve sustainable high-quality implementation;
  • evidence of transformation;
  • the integration of co-operative learning and co-operative projects within local, national, or standardized curricula;
  • a co-operative values approach to teaching and learning;
  • assessment of co-operative learning.

Strand 2: Co-operative pedagogies: Transforming teacher education

This strand invites proposals that focus on teacher education and teacher professional development. Proposals might address issues such as:
  • developing citizenship and ‘21st century’ skills;
  • evaluating the quality and efficacy of co-operative learning and collaborative strategies in teacher education;
  • enhancing teacher efficacy and empowerment through collaboration with professional peers.

Strand 3: Co-operative catalysts: Transforming schools and communities

This strand focuses on the promotion of co-operation and the development of social competence for all ages, for example, to enhance participation, resolve conflicts, promote active citizenship and develop intergroup ‘social capital’. It is intended to embrace a wide range of activities inside and outside schools and within the wider community for the purpose of social change. Proposals might address issues such as:

  • social justice;
  • the role of co-operative learning in supporting social integration;
  • equity in schools and the community;
  • organizational approaches that promote co-operation at the community level;
  • co-operative enterprise.

Strand 4: Co-operative dispositions: Transformative solutions for diversity and inclusion (with IAIE)

This strand, organized in conjunction with IAIE, focuses on ways that co-operative learning supports and facilitates teaching and learning for diversity and inclusion at all levels of education. Proposals might address issues such as:

  • inter- and multi-cultural education (e.g. curricula, language learning, identity development, school adjustment);
  • populations that have historically been disenfranchised or challenged in mainstream education (e.g. indigenous, immigrant, socio-culturally different populations);
  • students with learning and behavioural differences and challenges.

Strand 5: Co-operative innovations in the arts, with technology, and to enhance creativity

This strand invites proposals about incorporating co-operation in the arts, examining co-operation and communication with the use of technology, and exploring the intersections of co-operation and creativity. Proposals might address issues such as:

  • ways in which learning in the arts and learning with technology can be strengthened and enhanced through co-operation and communication among wider communities, teachers, students, classrooms, schools and organizations;
  • links between co-operation and creativity in a variety of learning environments. These might be explored separately or in conjunction with the arts or technology.

Strand 6: Transformative policy: Supporting local/regional/national and organisational policy

This strand focuses on how educational policy can be a key part of transforming schools, other educational organisations and the wider community when co-operative approaches are adopted. Proposals may address topics such as:

  • large scale programmes—district, regional, or national;
  • co-operative governance models at school or institutional level;
  • the impact of innovative applications of co-operative principles and approaches on policies for educational improvement and management;
  • evaluation studies of programs or policy implementation.

The Transformative Power of Co-operation in Education

Session Formats

Workshop (90 minutes)

The purpose of a Workshop is to provide an opportunity for participants to learn by doing and reflecting. Workshop facilitators are asked to consider carefully how to link theoretical frameworks to carefully designed experiential work that is co-operative and interactive.
Workshop participants should expect to be active throughout most of the session.

Roundtable Discussion (45 minutes)

The purpose of a Roundtable Discussion is to maximize dialogue around a particular idea or project. A Roundtable Discussion takes place with “presenters” and participants seated around a table. The discussion format allows maximum interaction by eliminating a formal presentation and emphasizing dialogue. It is an ideal format to receive feedback about your work, to learn about the work of others, and to network. Several Roundtables are scheduled simultaneously in a large meeting room. Presenters are encouraged to bring posters, student work, and/or copies of their own work or papers to display or distribute at their table.

Paper Session (typically three papers will be grouped together in a 90 minute session)

The purpose of a Paper Session is to provide authors with an opportunity to share the main ideas and conclusions of their work, whether these are theoretical, programmatic or the results from a study of any kind. A maximum of 20 minutes will be allotted to each paper. Authors are encouraged to make use of visual aids and to focus on a few main points about their work. Details related to statistical analyses, implementation design, and literature reviews, should not be presented orally and visually, but should be included in written papers to be distributed to interested participants at the conference or electronically afterwards. The conference committee will group papers. However, groups who wish to propose a session with three related papers are encouraged to do so.
Participants should expect to have opportunities to ask questions and explore connections among the various papers.

Interactive Dialogue (45 or 90 minutes)

The purpose of an Interactive Dialogue is to address a specific topic or problem in a format meant to stimulate focused dialogue.
Within the 45 or 90 minute session, the majority of time is devoted to interactive discussion among the participants. Facilitators are encouraged to be innovative in how they plan the session. Each proposal must describe the format to be used (e.g., Fishbowl, Rotating Interviews, Revolving Panels) and the time to be allocated to each component.
If proposals for this type of session have multiple facilitators, one person should be designated as the organizer.
Participants should expect to be interactive during the session.

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