STAFF DEVELOPMENT FOR COOPERATIVE LEARNING

Abstract

Cooperative learning is one type of peer‐mediated instructional approach. Although much has been written about the kinds of cooperative methods available and their effects on students' performance, very little attention has been focused on the personnel preparation requirements associated with their use. In this article critical staff development issues that must be addressed if cooperative learning training is to produce quality implementation across classrooms are examined. Issues of teacher ownership and governance, levels of concern, formats for training, relevance of ecological impact, follow‐up, and administrative support are discussed in relation to planning systematic staff development programs for cooperative learning.