IJSTR

International Journal of Scientific & Technology Research

IJSTR@Facebook IJSTR@Twitter IJSTR@Linkedin
Home About Us Scope Editorial Board Blog/Latest News Contact Us
CALL FOR PAPERS
AUTHORS
DOWNLOADS
CONTACT
QR CODE
IJSTR-QR Code

IJSTR >> Volume 4 - Issue 6, June 2015 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



The Relationship Between Demographic Variables And Collaborative Learning Activities Of Teachers

[Full Text]

 

AUTHOR(S)

RoyaRoustaee, MasoumehPourrajab, Sara Kasmaienezhadfard, BaharakTaleblo

 

KEYWORDS

Index Terms: Collaborative Learning Activities, Teachers, Gender, The Highest Qualification, Ethnicity, Social Constructivism, Zone of Proximal Development.

 

ABSTRACT

Abstract: The main purpose of this study is to find out the relationship between collaborative learning activities and demographic variables such as gender, ethnicity and the highest qualification. In order to reach the aim of this study, the researchers conducted a survey research and data were collected from437 teachers of the State of Selangor, Malaysia. The findings indicated that there is a strong correlation between collaborative learning activities with gender and ethnicity; however, there was no significant correlation between collaborative learning activities with the highest qualification of teachers. This study provides beneficial points for teachers and principals that are presented in the study.

 

REFERENCES

[1] Gumus, S., Bulut, O., & Bellibas, M. S. (2013). The relationship between principal leadership and teacher collaboration in Turkish primary schools: A multilevel analysis. Education, Research and Perspectives, 40(2013), 1-2

[2] Levine, T.H. and A.S. Marcus, How the structure and focus of teachers' collaborative activities facilitate and constrain teacher learning. Teaching and teacher education, 2010. 26(3): p. 389-398.

[3] Lee, G.V., Instructional Leadership as Collaborative Inquiry: Opportunities and Challenges, 1990, Far West Lab for Educational Research and Development: San Francisco.

[4] Alvarado, J.G., Instructor input and suggested training on the subject of collaborative learning activities: A study of an early childhood development department, 2011, FIELDING GRADUATE UNIVERSITY: California.
[5] Jamentz, K., Isolation Is the Enemy of Improvement: Instructional Leadership To Support Standards-Based Practice, 2002, WestEd: San Francisco.

[6] Goddard, Y., R. Goddard, and M. Tschannen-Moran, A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. The Teachers College Record, 2007. 109(4): p. 877-896.

[7] Johnson, D.W. and R.T. Johnson, Cooperative learning and social interdependence theory, in Theory and research on small groups2002, Springer: United States. p. 9-35.

[8] Slavin, R.E., Instruction based on cooperative learning, in Handbook of research on learning and instruction2011, Routledge: New Yourk. p. 344-360.

[9] Watson, M. and V. Battistich, Building and sustaining caring communities, in Handbook of classroom management: Research, practice, and contemporary issues2006, SAGE: New Jersy. p. 253-279.

[10] Palloff, R.M. and K. Pratt, Lessons from the cyberspace classroom: The realities of online teaching2002, San Francisco: Jossey-Bass.

[11] Li, M. and B. Lam, Cooperative learning. The Hong Kong Institute of Education, 2005. 25(2): p. 1-33.

[12] Kaagan, S., The structural approach to cooperative learning. Educational Leadership, 1990. 47(4): p. 12-15.

[13] Vygotsky, L.L.S., Mind in society: The development of higher psychological processes1978, United States: Harvard university press.

[14] Kim, B., Social constructivism, in Emerging perspectives on learning, teaching, and technology, M. Orey, Editor 2001, University og Georgia: United States. p. 1-8.

[15] Henry, B.B., Frequency of Use of Constructivist Teaching Strategies: Effect on Academic Performance, Student Social Behavior, and Relationship to Class Size, 2003, University of Central Florida Orlando: Florida.

[16] Applefield, J.M., R. Huber, and M. Moallem, Constructivism in theory and practice: Toward a better understanding. High School Journal, 2001. 84(2): p. 35-53.

[17] Krejcie, R.V. and D.W. Morgan, Determining sample size for research activities1970, United States: National Emergency Training Center.

[18] Department of Statistics Malaysia, Distribution of Ethnicity in Malaysia, 2011, Department of Statistics, Malaysia: Malaysia.

[19] Jabatan Pendidikan Negeri Selangor, Statistics of Gender Distribution of Teachers in Selangor, Malaysia, 2014, JPN: Malaysia.

[20] Greer, M.A., Measuring constructivist teaching practices in first and third grades, 1997, The University of Toledo: Ohio. p. 205-205 p.

[21] Heller, P., R. Keith, and S. Anderson, Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American Journal of Physics, 1992. 60(7): p. 627-636.

[22] Kahle, J.B. and J. Meece, Research on gender issues in the classroom. Handbook of research on science teaching and learning1994, Washington, DC: National Science Teachers Association.

[23] Webb, N.M., Testing a theoretical model of student interaction and learning in small groups, in Interaction in cooperative groups: The theoretical anatomy of group learning, R. Hertz-Lazarowitz and N. Miller, Editors. 1992, University of Cambridge: United Kingdom.

[24] Underwood, J., G. Underwood, and D. Wood, When does gender matter?: Interactions during computer-based problem solving. Learning and instruction, 2000. 10(5): p. 447-462.

[25] Sadker, M., D. Sadker, and S. Klein, The issue of gender in elementary and secondary education, in Review of research in education1991, American Educational Research Association: United States. p. 269-334.

[26] Ding, N., Computer-Supported Collaborative Learning and Gender, 2009, Gronings Instituut voor Onderzoek van Onderwijs: China.

[27] Lin, R., et al., The relationship between teacher quality and teaching effectiveness perceived by students from industrial vocational high schools. Asian Journal of Arts and Sciences, 2010. 1(2): p. 167-187.

[28] Howard, J.M., The value of ethnic diversity in the teaching profession: A New Zealand case study. International Journal of Education, 2010. 2(1): p. 1-11.

[29] Cunningham, M. and L. Hargreaves, Minority ethnic teachers’ professional experiences, 2007, University of Cambridge: Nottingham, England.