Kate Ferguson-Patrick gained 15 years’ experience teaching in primary settings in the UK and Australia before working at the University of Newcastle, Australia, as a primary curriculum and pedagogy specialist. Her long-term study of cooperative learning with early career teachers, developing professional development through action research, showed how this approach leads to democracy classrooms. She has published extensively on cooperative learning.Wendy Jolliffe is Professor of Education and was, until recently, Head of Teacher Education at the University of Hull in the UK. She has worked as a deputy headteacher in a primary school as well as nationally, advising universities on effective provision. She has published extensively on cooperative learning and is a board member of the International Association for the Study of Cooperation in Education (IASCE).

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• AcknowledgementsIntroductionChapter 1. Understanding Theory and PrinciplesChapter 2. Case Studies of Cooperative Learning from Around the WorldChapter 3. Implementing Cooperative Learning in the ClassroomChapter 4. Professional Development Approaches for Cooperative LearningConclusionAppendix 1. Cooperative Learning StructuresAppendix 2. Types of Cooperative Learning

Kate Ferguson-Patrick gained 15 years’ experience teaching in primary settings in the UK and Australia before working at the University of Newcastle, Australia, as a primary curriculum and pedagogy specialist. Her long-term study of cooperative learning with early career teachers, developing professional development through action research, showed how this approach leads to democracy classrooms. She has published extensively on cooperative learning.Wendy Jolliffe is Professor of Education and was, until recently, Head of Teacher Education at the University of Hull in the UK. She has worked as a deputy headteacher in a primary school as well as nationally, advising universities on effective provision. She has published extensively on cooperative learning and is a board member of the International Association for the Study of Cooperation in Education (IASCE).

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• AcknowledgementsIntroductionChapter 1. Understanding Theory and PrinciplesChapter 2. Case Studies of Cooperative Learning from Around the WorldChapter 3. Implementing Cooperative Learning in the ClassroomChapter 4. Professional Development Approaches for Cooperative LearningConclusionAppendix 1. Cooperative Learning StructuresAppendix 2. Types of Cooperative Learning