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Collabor-ology: Improving Literacy and Engagement in Junior High Language Arts

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Author
Bartel Nickel, Carol
Faculty
Werklund School of Education
Accessioned
2015-08-10T20:20:01Z
Available
2015-08-10T20:20:01Z
Issued
2015-06
Subject
Collaboration
Improving engagement
Computer-supported collaboration
Engagement
English language learning
Type
unknown
Metadata
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Abstract
This mixed methods study investigates differences in student achievement in a grade nine English classroom when comparing Direct Instruction, a Collaborative Learning Model and a Computer Supported Collaborative Learning Model (CSCL). Quantitative data indicated a statistically significant difference in student achievement between Direct Instruction and each of the collaborative learning models. Qualitative data were analyzed into three thematic categories: Engagement, Student Learning, and Efficacy. A student preference for CSCL emerged.
Refereed
No
Citation
Bartel Nickel, C. "Collabor-ology: Improving Literacy and Engagement in Junior High Language Arts" (2015). In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 127-136. Calgary, Canada: Werklund School of Education, University of Calgary.
Faculty
Werklund School of Education
Institution
Aurora Academic Charter School
Url
https://werklund.ucalgary.ca/ideas/
Publisher
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/5298
Uri
http://hdl.handle.net/1880/50867
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