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Books on the topic 'Collaborative Learning Skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Skills in collaborative classroom consultation. Routledge, 1994.

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2

Udvari-Solner, Alice. Joyful learning: Active and collaborative learning in inclusive classrooms. Corwin Press, 2008.

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3

Udvari-Solner, Alice. Joyful learning: Active and collaborative learning in inclusive classrooms. Corwin Press, 2008.

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4

Paula, Kluth, ed. Joyful learning: Active and collaborative learning in inclusive classrooms. Corwin Press, 2008.

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5

1926-, Cross K. Patricia, and Major Claire Howell, eds. Collaborative Learning Techniques: A Handbook for College Faculty. Jossey-Bass, 2005.

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6

Differentiating instruction: Collaborative planning and teaching for universally designed learning. Corwin Pr Inc, 2007.

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7

Developing inquiry for learning: Reflecting collaborative ways to learn how to learn in higher education. Routledge, 2011.

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8

Landøy, Ane. Collaboration in Designing a Pedagogical Approach in Information Literacy. Springer Nature, 2020.

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9

Skills Collaborative Learning. Kendall/Hunt Publishing Company, 1995.

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10

Stoll, Edwina, and James Luotto. Skills Collaborative Learning. Kendall/Hunt Publishing Company, 1996.

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11

Communiation Skills for Collaborative Learning. 2nd ed. Kendall Hunt Pub Co, 2001.

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12

L, STOLL EDWINA, LUOTTO JAMES A, and TEDFORD KRISTEN. Communication Skills for Collaborative Learning. Kendall Hunt Publishing, 2011.

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13

Communication Skills for Collaborative Learning. Kendall/Hunt Publishing Company, 1999.

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14

Kluth, Paula, and Alice Udvari-Solner. Joyful Learning: Active and Collaborative Learning in Inclusive Classrooms. Corwin Press, 2007.

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15

Kluth, Paula, and Alice Udvari-Solner. Joyful Learning: Active and Collaborative Learning in Inclusive Classrooms. Corwin Press, 2007.

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16

Kluth, Paula, and Alice Udvari-Solner. Joyful Learning: Active and Collaborative Learning in Inclusive Classrooms. Corwin Press, 2007.

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17

Kluth, Paula, and Alice Udvari-Solner. Joyful Learning: Active and Collaborative Learning in Inclusive Classrooms. Corwin Press, 2007.

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18

Joyful Learning: Active and Collaborative Strategies for Inclusive Classrooms. Corwin, 2017.

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19

Barkley, Elizabeth F., and K. Patricia Cross. Collaborative Learning Techniques: A Handbook for College Faculty. Wiley & Sons, Incorporated, John, 2014.

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20

Barkley, Elizabeth, Claire Howell Major, and K. Patricia Cross. Collaborative Learning Techniques: A Handbook for College Faculty. Jossey-Bass, 2004.

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21

Barkley, Elizabeth F., and K. Patricia Cross. Collaborative Learning Techniques: A Handbook for College Faculty. 2nd ed. Wiley & Sons, 2014.

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22

Barkley, Elizabeth F., and K. Patricia Cross. Collaborative Learning Techniques: A Handbook for College Faculty. Wiley & Sons, Incorporated, John, 2014.

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23

Villa, Richard A., Ann Nevin, and Jacqueline Thousand. Differentiating Instruction: Collaborative Planning and Teaching for Universally Designed Learning. Corwin Press, 2007.

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24

Creech, Andrea, and Susan Hallam. Facilitating learning in small groups. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0004.

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Musical ensemble performance is an inherently social activity, offering a rich context for fostering deep learning. Yet, musicians need to be supported in developing the skills that underpin negotiation and collaboration in generating musically cohesive, imaginative and convincing performances. This chapter focuses on the role of the coach or facilitator in maximizing the potential for collaborative and creative music-making in groups. The group processes and roles found in ensembles of varying types are considered within a framework comprising musical, perceptual and social skills required fo

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25

Saner, Yvonne J. The effects of training in collaborative skills on productivity and group interaction in creative problem solving groups: A project in creative studies. 1990.

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26

Plutino, Alessia, Kate Borthwick, and Erika Corradini, eds. Innovative language teaching and learning at university: treasuring languages. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.40.9782490057603.

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The present volume collects papers from InnoConf19, which took place at the University of Southampton on the 28th of June 2019. The theme of the conference was ‘Treasuring languages: innovative and creative approaches in HE’. The contributions collected in this peer-reviewed volume aim to reflect on best practice in higher education. They showcase innovative approaches to support the multiple skills needed in our society whilst fighting a decline in students wanting to learn languages. The short papers selected for this volume display examples of innovative curriculum design; enhancement of cr

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27

Williams, J. Mark G. Depression. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780192627254.003.0011.

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Chapter 11 summarizes some of the ways in which psychological theory has contributed to the understanding of depression and how best to treat it. The nature of depression is outlined, along with the learning theory and social skills approach, self-control theory, cognitive theory and therapy of depression, evaluating the efficacy of cognitive therapy, the NIMH Treatment of Depression Collaborative Research Program, the prevention of relapse and recurrence, and mechanisms of change.

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28

Strain, James J. Models of Mental Health Training for Non-Psychiatric Physicians. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190603342.003.0012.

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Teaching models for mental health training for non-psychiatric physicians have been extant for many years. Several are unstructured and have no intent for the trainee to receive a standard curriculum, or gain experience with a set of competencies in regard to knowledge, skills, or attitudes. Two recent models are currently employed that may enhance the learning of the non-psychiatric physician: The collaborative care model and the medical model. These are examined in detail with explanations of how they can be introduced into the medical setting. The diagnosis and management of depression in t

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29

Roberson, Loriann, Carol T. Kulik, and Rae Yunzi Tan. Effective Diversity Training. Edited by Quinetta M. Roberson. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199736355.013.0019.

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Diversity training is an important and widely used component of organizational diversity management initiatives. This chapter reviews theory and research on diversity training design, delivery, evaluation, and effectiveness. The review suggests that in the past 10 to 15 years of research, advancements have been made on several fronts. The research literature on diversity training includes frameworks for pretraining needs assessment, learning models to guide diversity training design choices, and empirical evidence of diversity training’s impact on training outcomes. However, the review also no

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30

Turner, Jane. Working as a multidisciplinary team. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0033.

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Multidisciplinary care is established as the optimal model of clinical treatment of patients with cancer. As cancer treatment becomes increasingly complex, it is obvious that no one individual can maintain knowledge and skills across all domains of care. This means that a collaborative approach is required to ensure that expertise is available to assist in decision-making and planning of treatment, which is evidence-based and focused on the needs of the individual patient, taking into account their social and family context. This chapter describes the benefits of treatment by a multidisciplina

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31

1940-, Nicholls John G., and Thorkildsen Theresa A, eds. Reasons for learning: Expanding the conversation on student-teacher collaboration. Teachers College Press, Teachers College, Columbia University, 1995.

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32

Fregni, Felipe, and Ben M. W. Illigens, eds. Critical Thinking in Clinical Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.001.0001.

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Critical Thinking in Clinical Research explains the fundamentals of clinical research in a case-based approach. The core concept is to combine a clear and concise transfer of information and knowledge with an engagement of the reader to develop a mastery of learning and critical thinking skills. The book addresses the main concepts of clinical research, basics of biostatistics, advanced topics in applied biostatistics, and practical aspects of clinical research, with emphasis on clinical relevance across all medical specialties. The goal of the book is to give a comprehensive and basic overvie

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33

Watson, Marilyn. Teaching Children How To Be Friends. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190867263.003.0005.

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The skills for forming and maintaining true friendships in which all parties in the friendship benefit are quite complex. Helping students learn to like, value, and respect one another, regardless of their differences, is an important part of creating a caring classroom that benefits the learning and development of all students. Engaging students in activities that help them get to know one another and appreciate their similarities and differences provides teachers with many natural opportunities to teach their students how to interact with others in friendly, caring, and respectful ways. When

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34

Abrahams, Frank, Anthony Rafaniello, Jason Vodicka, David Westawski, and John Wilson. Going Green. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.4.

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This chapter describes a collaborative project that studied the applications of Lucy Green’s informal music learning curriculum within the context of high school choral ensembles. For a 12-week period, the conductors of four high school choirs charged students in small groups to copy a Christmas carol of their choice from a recording or to create a new arrangement inspired by the recording without intervention from their conductor. They would perform those carols at a public concert during the December holiday season. The overarching research question addressed the efficacy of informal learnin

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35

Høeg Karlsen, Kristine, ed. Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag GmbH, 2020. http://dx.doi.org/10.31244/9783830989868.

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This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrati

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36

Abrahams, Frank. Critical Pedagogy as Choral Pedagogy. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.1.

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In this chapter, the author suggests that choral directors use the tenets of critical pedagogy as the framework for the choral experience, a shift in traditional choral pedagogies. The chapter explores the roots of critical pedagogy. In particular it discusses the ways an approach grounded in critical pedagogy might remedy issues of the inappropriate uses of power, the marginalization of singers, and hegemonic practices in school politics. The text suggests rehearsal strategies and explains techniques of reciprocal teaching to better connect the ways singers engage with music and in the proces

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37

Hobbs, Renee, Liz Deslauriers, and Pam Steager. The Library Screen Scene. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190854317.001.0001.

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Throughout life, people use film, videos, and media for entertainment and learning. In an increasing number of school, public, and academic libraries, people get opportunities to screen and discuss movies, make short animations, learn to edit videos, and develop a sense of community and civic engagement through shared media experiences. Through innovative programs, services, and collections, libraries are helping people acquire film and media literacy competencies. This book reveals five core practices used by librarians who care about film and media: viewing, creating, learning, collecting, a

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38

Ragsdale, Lindsay B., and Elissa G. Miller, eds. Pediatric Palliative Care. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190051853.001.0001.

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What Do I Do Now: Pediatric Palliative Care succinctly describes the palliative care approach to children with serious illness and provides practical guidance to clinicians and trainees. This book address physical, emotional, social, cultural, and spiritual needs of ill children and their families. Many clinicians want to help children that are seriously ill but have not been taught the skills or practice guidelines to attend to their needs. This book walks a provider through a challenging clinical pediatric case and outlines how to think through clinical dilemmas and respond to the patient an

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39

Lovasi, Gina S., Ana V. Diez Roux, and Jennifer Kolker, eds. Urban Public Health. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190885304.001.0001.

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This book will orient public health scholars and practitioners, as well as professionals from related fields such as the social sciences and design professions, to the tools and skills needed for effective urban health research, including foundational concepts, data sources, strategies for generating evidence, and engagement and dissemination strategies to inform action for urban health. The book brings together what the researchers are learning through ongoing research experience and their efforts to inform action. Chapters also feature brief contributions from other urban health experts and

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40

Oliveira, Eduardo Gasperoni de, Fernanda Pereira da Silva, Monica Roberta Devai Dias, et al. Cultura digital no contexto educacional: Um olhar entre tendências e desafios para o século XXI. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-399-2.

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Digital Culture is conceived as all kinds of knowledge, habits, values and skills acquired by human beings that are built and shared in the digital environment. In this sense, the collection Digital Culture in the Educational Context: a view between trends and challenges for the 21st century brings relevant theoretical and empirical notes around what the National Common Curricular Base – BNCC – whose competence is to stimulate the critical use of technological resources, inserting both educators and students in pedagogical practices in order to learn and dominate the digital universe. The firs

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41

Spear, Karen, and Cheryl Ause. Peer Response Groups in Action: Writing Together in Secondary Schools. Boynton/Cook Publishers, 1993.

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42

I, Spear Karen, ed. Peer response groups in action: Writing together in secondary schools. Boynton/Cook, 1993.

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43

Baobaid, Mohammed, Lynda Ashbourne, Abdallah Badahdah, and Abir Al Jamal. Home / Publications / Pre and Post Migration Stressors and Marital Relations among Arab Refugee Families in Canada Pre and Post Migration Stressors and Marital Relations among Arab Refugee Families in Canada. 2nd ed. Hamad Bin Khalifa University Press, 2019. http://dx.doi.org/10.5339/difi_9789927137983.

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The study is funded by Doha International Family Institute (DIFI), a member of Qatar Foundation, and is a collaboration between the Muslim Resource Centre for Social Support and Integration of London, Ontario; University of Guelph, Ontario; and University of Calgary, Alberta, all located in Canada; and the Doha International Family Institute, Qatar. The study received research ethics approval from the University of Guelph and the University of Calgary. This study aims to assess the impact of pre- and post-migration on marital relationships and family dynamics for Arab refugee families resettle

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