Introduction of cooperative learning in one rural elementary school by the school psychologist

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Thomas Ernest Jones (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
David H. Reilly

Abstract: The purpose of this research was to increase understanding of the change processes involved when a school psychologist introduces the instructional program of cooperative learning to a rural elementary school. Three cooperative learning exercises were collaboratively planned and conducted followed by interviews i with the teachers involved as well as with the guidance counselor and principal. The change processes were viewed from three perspectives: that of the participants including the school psychologist, faculty, and children, that of the setting, and that of the innovation itself. Through autobiography and psychodynamic and sociolinguistic analysis of his interactions with the faculty, the school psychologist delineated personal and professional role characteristics which would enhance or impede the change process. It was emphasized that interactions were highly influenced by the linguistic format of the interview.

Additional Information

Language: English
Date: 1992
Group work in education
Education, Elementary
Education, Rural
Educational change

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