Rachel A. Lotan – författare

As teachers today work in ever more challenging contexts, groupwork remains a particularly effective pedagogical strategy. Based on years of research and teaching experience, the new edition of this popular book features significant updates on the successful use of cooperative learning to build equitable classrooms. Designing Groupwork, Third Edition incorporates current research findings with new material on what makes for a groupworthy task, and shows how groupwork contributes to growth and development in the language of instruction. Responding to new curriculum standards and assessments across all grade levels and subject areas, this edition shows teachers how to organize their classroom so that all students participate actively. This valuable and sensible resource is essential reading for educators at both the elementary and secondary levels, for teachers in training, and for anyone working in the field of education.Book Features:Easy-to-follow examples and research-based teaching strategies. The advantages and dilemmas of using groupwork in academically and linguistically diverse classrooms. Step-by-step approaches to successful planning, implementation, and evaluation of groupwork activities. Research findings from the work of the Program for Complex Instruction at Stanford University and other scholarly studies.

Today's diverse classrooms include students who have a wide range of previous academic achievement and different levels of receptive and productive proficiency in the language of instruction. Complex Instruction (CI), a popular pedagogical approach used in many countries, provides access to learning opportunities for all students. Designing Groupwork, Fourth Edition incorporates current research findings with new materials on how to implement the specific conditions necessary to ensure that CI strategies reach their expected goals of equity and excellence. This updated edition addresses new classroom technologies that impact teaching and learning; challenges that arose from the global pandemic; and students' vulnerable social-emotional states. Readers will learn how to respond to challenges and organize their classroom so that all students participate equitably. This classic text remains a valuable and sensible resource for educators in K-12 classrooms, for teacher candidates, and for anyone working in the field of education.Book Features:Easy-to-follow examples and research-based teaching strategies. The advantages and dilemmas of using groupwork in academically, linguistically, socially, and culturally heterogenous classrooms. Step-by-step approaches to successful planning, implementation, and assessment of the quality of the group tasks. Identification of interventions to remediate social processes that impede equitable access to academic and social resources in the classroom.Research findings from the work of the Program for Complex Instruction at Stanford University and other scholarly studies.

Today's diverse classrooms include students who have a wide range of previous academic achievement and different levels of receptive and productive proficiency in the language of instruction. Complex Instruction (CI), a popular pedagogical approach used in many countries, provides access to learning opportunities for all students. Designing Groupwork, Fourth Edition incorporates current research findings with new materials on how to implement the specific conditions necessary to ensure that CI strategies reach their expected goals of equity and excellence. This updated edition addresses new classroom technologies that impact teaching and learning; challenges that arose from the global pandemic; and students' vulnerable social-emotional states. Readers will learn how to respond to challenges and organize their classroom so that all students participate equitably. This classic text remains a valuable and sensible resource for educators in K-12 classrooms, for teacher candidates, and for anyone working in the field of education.Book Features:Easy-to-follow examples and research-based teaching strategies. The advantages and dilemmas of using groupwork in academically, linguistically, socially, and culturally heterogenous classrooms. Step-by-step approaches to successful planning, implementation, and assessment of the quality of the group tasks. Identification of interventions to remediate social processes that impede equitable access to academic and social resources in the classroom.Research findings from the work of the Program for Complex Instruction at Stanford University and other scholarly studies.

See how the iSTEP Institute has transformed teacher preparation around the world.The contributors to this volume document and analyze the evolution of an international, organic network of collaborating teacher educators. Educators at the Stanford Teacher Education Program launched the iSTEP Institute, a professional learning and development program for teacher educators from across the globe. This international movement seeks to construct and implement exemplary teacher preparation. Chapter authors argue that there are several shortcomings with how we currently conceptualize (1) the nature of reform in teacher education, (2) the role of theory in transforming educational institutions, and (3) the transnational diffusion of innovation and best practices in teaching and teacher education. They articulate a new formulation of effective systemic reform. This book shows how the iSTEP Institute has been a reform catalyst for teacher preparation by embedding and transforming the key institutional components of universities, NGOs, foundations, schools, and school governance. Case examples demonstrate how the activities of this reform network have transformed teacher education in several nations across the global north and south.Book Features: Identifies key design principles for consequential teacher preparation on a global level.Offers case examples that demonstrate the power and transferability of design principles across social, political, and cultural contexts.Elevates the power of organic, relational networks as a catalyst and engine for effective reform in teacher education.Draws on principles of teacher preparation from the iSTEP Institute and the Stanford Teacher Education Program (STEP) whose model of preparation is internationally renowned.Demonstrates how effective school/university partnerships can evolve to support long-term reform in teacher preparation.Lotan directed STEP for over a decade Lit is the current faculty director LeTendre worked with the Program for Complex Instruction during his time at Stanford.Contributors include leading scholars of teacher education from around the world, all of whom participated in the iSTEP Institute.