A Professional Development Study on Student Collaboration in the Classroom

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cityu.schoolSchool of Education and Leadership
cityu.siteRenton
cityu.site.countryUnited States
dc.contributor.authorMathieson, Brian
dc.date.accessioned2022-06-27T17:51:44Z
dc.date.available2022-06-27T17:51:44Z
dc.date.issued2022-06
dc.description.abstractStudent collaboration among peers has always been an intriguing foundational component within education. Coming out of a roughly two-year pandemic where students lost (or never gained) their skills to collaborate with peers, social-emotional learning appears more important than ever. I learned through my own education in a masters in teaching (MIT) program that I had become a higher student achiever by regularly collaborating with my cohort peers. Included in many of the lesson plans I created during my master's program included a Turn-and-talk or Think-pair-share assessment strategy to encourage collaborative learning. It never dawned on me that most of the third-grade students in my classroom had never been taught the skills to collaborate using these formative assessment strategies. Through these experiences, I became curious as to what the best practices were for implementing collaborative assessment strategies. I also wanted to better understand the costs and benefits collaborative strategies have on student achievement and social-emotional learning.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/1821
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectstudent collaboration
dc.subjectcooperative learning
dc.subjecteducation
dc.titleA Professional Development Study on Student Collaboration in the Classroom
dc.typeCapstone
thesis.degree.disciplineElementary Education
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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