Exploring Teachers' Facilitative Behaviors Across Implementation Years

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-9 - Advances in Cooperative Learning

Abstract

The authors examined changes in teacher behavior in a problem-based collaborative environment between two years of implementation. We examined three urban seventh and eighth grade social studies teachers for structural and instructional behaviors exploring if differences emerged between their behaviors while leading a collaborative classroom between the implementations. Teachers taught a problem-based curriculum for fourteen weeks. During ten of these weeks, observers came in once a week to record teachers’ behaviors while instructing collaborative classrooms using an observation tool based on the How People Learn framework. Results indicated that while were some instances of carry over between the two implementations the picture was more complex with some facilitative practices actually decreasing for much of the second year.

Authors

• James B Oren, University of Illinois at Chicago

• Kimberly A. Lawless, University of Illinois at Chicago

• Scott W. Brown, University of Connecticut

• Jeremy Riel, University of Illinois at Chicago

• Lisa J. Lynn, University of Illinois at Chicago

• Kamila Brodowinska Bruscianelli, University of Illinois at Chicago