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

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dc.contributor.authorBartel Nickel, Carol
dc.contributor.facultyWerklund School of Education
dc.date.accessioned2015-08-10T20:20:01Z
dc.date.available2015-08-10T20:20:01Z
dc.date.issued2015-06
dc.description.abstractThis 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.en_US
dc.description.refereedNoen_US
dc.identifier.citationBartel 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.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5298
dc.identifier.isbn978-0-88953-384-4
dc.identifier.urihttp://hdl.handle.net/1880/50867
dc.languageen
dc.language.isoenen_US
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionAurora Academic Charter Schoolen_US
dc.publisher.urlhttps://werklund.ucalgary.ca/ideas/en_US
dc.subjectCollaborationen_US
dc.subjectImproving engagementen_US
dc.subjectComputer-supported collaborationen_US
dc.subjectEngagementen_US
dc.subjectEnglish language learningen_US
dc.titleCollabor-ology: Improving Literacy and Engagement in Junior High Language Artsen_US
dc.typeunknown
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