英语翻译Theyalsorecordedfewerthanhalfofthedisciplinarycommentsoftheirsmall-groupworkonlypeers.GiventhatGillies(2006)andHertz-LazarowitzandShachar(1990)wereabletodemonstratethatwhenteachersembedcooperativelearningpeda

　　英语翻译

　　Theyalsorecordedfewerthanhalfofthedisciplinarycommentsoftheirsmall-groupworkonlypeers.GiventhatGillies(2006)andHertz-LazarowitzandShachar(1990)wereabletodemonstratethatwhenteachersembedcooperativelearningpeda-gogyintotheirclassroomcurricula,theyengageinmorefacilitativeverbalinteractionsthanteacherswhoimplementwhole-classinstructionorsmall-groupsonly,thepurposeofthestudyreportedhereistoprovideadetailedanalysisofthediscourseteachersusewhentheyimplementcooperativelearning.UnderstandingthetypesofdiscoursethattheteachersusedisimportantbecauseGillies(2006)demonstratedthatstudents’discourseisaffectedbythetypesofgroupexperiencestheyhave.Forexample,thestudentsintheclassroomswheretheirteachersimplementedcooperativelearningprovidednearlytwiceasmanyelaborativeresponses,shortresponses,anddirectionsastheirpeersinthegroup-workonlygroups.Moreover,thesestudentsweremoreverballyactiverecordingnearlytwiceasmanytask-relatedinteractions(i.e.,allinteractionsexcluding‘‘interruptions’’)asthestudentsinthesmall-groupsonlygroups,interactionsthathavebeenshowntocontributetolearning(Cohen,1994;Cohen,Lotan,Abram,Scarloss,&Schultz,2002).Thisarticlealsoreportsontheteachers’percep-tionsofcooperativelearning,aspectsthatneedtobeconsideredifthispedagogicalapproachtoteachingandlearningistobeusedmorewidelyinclassroomsinjuniorhighschool.Understandingteachers’perceptionsofitsefficacyasapedagogicalpracticewillhelptodeterminehowitcanbeeffectivelyimplementedinclassrooms.ThisisparticularlyimportantgiventhatBaines,Blatchford,andKutnick(2003)foundthatbysecondaryschoolstudentsweremorelikelytoworkindyadsoringroupsof11ormorememberswhereteachersdeterminedthesizeofthegroup,theworkinginteractiontype,andthelearningtaskstobeundertaken.Inmostcases,Bainesetal.proposed,groupingpracticeswereaimedatmaintainingcontrolbytheteacher;anapproachtogroupworkthatiscontrarytodevelopinggroupautono-myandresponsibilityadvocatedbyproponentsofcooperativelearning(e.g.,Johnson&Johnson,1990;Slavin,1995).