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Another milestone for the future of education - a summary of a half-century Review by Ferenc Arató
Pioneering Perspectives in Cooperative Learning - Theory, Research, and Classroom Practice for a Diverse Approach to Cooperative Learning. (Davidson, N. ed., Routledge, 2021, 267 pages)
Pioneering Perspectives in Cooperative Learning explores both the theories and practices pioneered by leading advocates of cooperative learning (CL). Over the past fifty years, these researchers have played a crucial role in advancing the foundational concepts of CL, with a particular focus on educational equity and social justice in education. The numerous research studies and models of cooperative learning presented in this book provide a solid framework for understanding and implementing effective CL strategies.
The volume consists of a foreword and eleven chapters.
Chapter 1: Introduction to Pioneering Perspectives in Cooperative Learning, by Neil Davidson. In the opening chapter, the editor presents cooperative learning from a historical point of view, highlighting its contributions to educational equity and social justice in education. Descriptions of varied cooperative learning (CL) approaches, a set of their common elements, and distinctions between cooperative and collaborative learning are also presented.
Chapter 2: The Legacy of Morton Deutsch: Theories of Cooperation, Conflict, and Justice, by Laurie Stevahn. Following the historical overview of CL in the first chapter, this chapter clearly presents Morton Deutsch's significant contributions to cooperative discourse, emphasizing his work on constructive conflict resolution, social justice in education, and peace psychology. The chapter encompasses his fundamental theory and research on the effects of cooperation versus competition in groups, which is a cornerstone of cooperative learning.
Chapter 3: Learning Together and Alone: The History of Our Involvement in Cooperative Learning, by David W. Johnson and Roger T. Johnson. This chapter explores one of the most recognized branches of cooperative learning: the Learning Together model, rooted in social interdependence theory. It discusses its five basic components, the practice of academic controversy, and how to enhance peacemaker competencies, including meta-analyses showing the positive effects of CL on educational equity.
Chapter 4: Complex Instruction for Diverse and Equitable Classrooms: In Loving Memory of Elizabeth G. Cohen, by Rachel A. Lotan and Nicole I. Holthuis. Originating from sociology, Complex Instruction emphasizes competence expectations within diverse classrooms, ensuring equitable experiences. This chapter outlines the fundamental elements of this approach, including the relevance of status and power dynamics in heterogeneous micro-groups.
Chapter 5: The Structural Approach and Kagan Structures, by Spencer Kagan. Kagan’s chapter introduces foundational principles of learning structures applicable across subjects, clarifying crucial social, organizational, management, and cognitive competencies for effective cooperative learning. It also distinguishes between non-cooperative practices, traditional group work, and successful cooperative learning structures.
Chapter 6: Student Team Learning and Success for All: A Personal History and Overview, by Robert E. Slavin and Nancy A. Madden. This chapter presents models of cooperative structures for learning, such as STAD, CIRC, and TAI, recognizing group goals and mutual interdependence as key elements. It discusses the Success for All program, emphasizing the role of cooperative learning as a vital component for achieving educational equity.
Chapter 7: The Jigsaw Classroom: A Personal Odyssey into a Systemic National Problem, by Elliot Aronson. This chapter highlights the Jigsaw Classroom model, which restructures the learning process to support diverse learners through mutual interdependence. It recounts the benefits of Jigsaw in a school district facing desegregation challenges, illustrating its impact on social justice in education.
Chapter 8: Design for Change: A Teacher Education Project for Cooperative Learning and Group Investigation in Israel, by Yael Sharan and Shlomo Sharan. This chapter discusses an innovative CL approach emphasizing teacher education and group investigation, outlining six basic steps that enhance cooperation and are applicable in classrooms and teacher training programs.
Chapter 9: About Richard Schmuck’s Contributions to the Study of Organization Development and Cooperation in Education, by Richard Arends, Neil Davidson, and Richard Schmuck. This chapter reflects on Richard Schmuck's Organization Development approach, which examines the dynamics of schools as organizations and their connection to cooperative learning. It concludes with personal insights from Schmuck about his developmental journey and contributions to the discourse on educational equity.
Chapter 10: Cooperative Learning in Mathematics and Beyond, by Neil Davidson. This chapter offers insights into the evolution of the Small-group Discovery branch of cooperative learning, particularly in mathematics education, advocating for a cooperatively structured dialogue on challenging topics. The author's contributions to cooperative learning are also discussed, including theoretical developments and various operational projects.
Chapter 11: Synthesis of CL Approaches and a Multifaceted Rationale for CL - Past, Present, and Future, by Neil Davidson. In the final chapter, the editor synthesizes the different branches of CL presented in the volume, providing a comprehensive rationale for its importance in educational equity, along with research questions and discussions about the future of CL, including potential for online cooperative learning by groups.
Four levels of understanding Cooperative Learning
The opening chapter of this volume frames fifty years of the cooperative learning discourse, while the closing chapter provides a theoretical synthesis for better understanding. The editorial sections underscore the publication's significance, offering insights into the essence of cooperative learning on four levels:
– essential academic disciplines supporting CL like social psychology, philosophy, psychology, and educational science;
– diverse approaches or models of each CL branch, along with theory, research, and development;
– insights into specific practical applications of CL models, enhancing educational equity;
– a unique historical perspective on the evolution of cooperative learning as narrated by its pioneers.
Scientific underpinnings - cooperative learning as a transdisciplinary discourse
A key virtue of this volume is its recognition that cooperative learning is a scientific approach, backed by measurable results, rather than merely a methodological or humanistic perspective. The thorough editing illustrates how various disciplines validate the ideas and practices of the cooperative discourse, enhancing the effectiveness and equity of pedagogical practices. The book emphasizes the transdisciplinary nature of CL and its contributions to educational equity.
Chapters 1, 2, 9, and 11 delve into the historical-theoretical underpinnings of CL, while all chapters collectively illuminate the history and theoretical foundations, making the scientific basis of CL tangible for the reader.
A fourth significant aspect of the volume is the personal reflections from pioneering authors about their journeys in developing CL. These accounts provide a heartfelt and dramatic perspective on the historical development of cooperative learning, revealing the motivations and inspirations behind its progression.
The following diagram shows the connections between various CL approaches and their associated schools of thought in psychology, sociology, and philosophy, as presented in this volume.
The volume consists of a foreword and eleven chapters.
Chapter 1: Introduction to Pioneering Perspectives in Cooperative Learning, by Neil Davidson. In the opening chapter, the editor presents cooperative learning from a historical point of view, highlighting its contributions to educational equity and social justice in education. Descriptions of varied cooperative learning (CL) approaches, a set of their common elements, and distinctions between cooperative and collaborative learning are also presented.
Chapter 2: The Legacy of Morton Deutsch: Theories of Cooperation, Conflict, and Justice, by Laurie Stevahn. Following the historical overview of CL in the first chapter, this chapter clearly presents Morton Deutsch's significant contributions to cooperative discourse, emphasizing his work on constructive conflict resolution, social justice in education, and peace psychology. The chapter encompasses his fundamental theory and research on the effects of cooperation versus competition in groups, which is a cornerstone of cooperative learning.
Chapter 3: Learning Together and Alone: The History of Our Involvement in Cooperative Learning, by David W. Johnson and Roger T. Johnson. This chapter explores one of the most recognized branches of cooperative learning: the Learning Together model, rooted in social interdependence theory. It discusses its five basic components, the practice of academic controversy, and how to enhance peacemaker competencies, including meta-analyses showing the positive effects of CL on educational equity.
Chapter 4: Complex Instruction for Diverse and Equitable Classrooms: In Loving Memory of Elizabeth G. Cohen, by Rachel A. Lotan and Nicole I. Holthuis. Originating from sociology, Complex Instruction emphasizes competence expectations within diverse classrooms, ensuring equitable experiences. This chapter outlines the fundamental elements of this approach, including the relevance of status and power dynamics in heterogeneous micro-groups.
Chapter 5: The Structural Approach and Kagan Structures, by Spencer Kagan. Kagan’s chapter introduces foundational principles of learning structures applicable across subjects, clarifying crucial social, organizational, management, and cognitive competencies for effective cooperative learning. It also distinguishes between non-cooperative practices, traditional group work, and successful cooperative learning structures.
Chapter 6: Student Team Learning and Success for All: A Personal History and Overview, by Robert E. Slavin and Nancy A. Madden. This chapter presents models of cooperative structures for learning, such as STAD, CIRC, and TAI, recognizing group goals and mutual interdependence as key elements. It discusses the Success for All program, emphasizing the role of cooperative learning as a vital component for achieving educational equity.
Chapter 7: The Jigsaw Classroom: A Personal Odyssey into a Systemic National Problem, by Elliot Aronson. This chapter highlights the Jigsaw Classroom model, which restructures the learning process to support diverse learners through mutual interdependence. It recounts the benefits of Jigsaw in a school district facing desegregation challenges, illustrating its impact on social justice in education.
Chapter 8: Design for Change: A Teacher Education Project for Cooperative Learning and Group Investigation in Israel, by Yael Sharan and Shlomo Sharan. This chapter discusses an innovative CL approach emphasizing teacher education and group investigation, outlining six basic steps that enhance cooperation and are applicable in classrooms and teacher training programs.
Chapter 9: About Richard Schmuck’s Contributions to the Study of Organization Development and Cooperation in Education, by Richard Arends, Neil Davidson, and Richard Schmuck. This chapter reflects on Richard Schmuck's Organization Development approach, which examines the dynamics of schools as organizations and their connection to cooperative learning. It concludes with personal insights from Schmuck about his developmental journey and contributions to the discourse on educational equity.
Chapter 10: Cooperative Learning in Mathematics and Beyond, by Neil Davidson. This chapter offers insights into the evolution of the Small-group Discovery branch of cooperative learning, particularly in mathematics education, advocating for a cooperatively structured dialogue on challenging topics. The author's contributions to cooperative learning are also discussed, including theoretical developments and various operational projects.
Chapter 11: Synthesis of CL Approaches and a Multifaceted Rationale for CL - Past, Present, and Future, by Neil Davidson. In the final chapter, the editor synthesizes the different branches of CL presented in the volume, providing a comprehensive rationale for its importance in educational equity, along with research questions and discussions about the future of CL, including potential for online cooperative learning by groups.
Four levels of understanding Cooperative Learning
The opening chapter of this volume frames fifty years of the cooperative learning discourse, while the closing chapter provides a theoretical synthesis for better understanding. The editorial sections underscore the publication's significance, offering insights into the essence of cooperative learning on four levels:
– essential academic disciplines supporting CL like social psychology, philosophy, psychology, and educational science;
– diverse approaches or models of each CL branch, along with theory, research, and development;
– insights into specific practical applications of CL models, enhancing educational equity;
– a unique historical perspective on the evolution of cooperative learning as narrated by its pioneers.
Scientific underpinnings - cooperative learning as a transdisciplinary discourse
A key virtue of this volume is its recognition that cooperative learning is a scientific approach, backed by measurable results, rather than merely a methodological or humanistic perspective. The thorough editing illustrates how various disciplines validate the ideas and practices of the cooperative discourse, enhancing the effectiveness and equity of pedagogical practices. The book emphasizes the transdisciplinary nature of CL and its contributions to educational equity.
Chapters 1, 2, 9, and 11 delve into the historical-theoretical underpinnings of CL, while all chapters collectively illuminate the history and theoretical foundations, making the scientific basis of CL tangible for the reader.
A fourth significant aspect of the volume is the personal reflections from pioneering authors about their journeys in developing CL. These accounts provide a heartfelt and dramatic perspective on the historical development of cooperative learning, revealing the motivations and inspirations behind its progression.
The following diagram shows the connections between various CL approaches and their associated schools of thought in psychology, sociology, and philosophy, as presented in this volume.