Shlomo Sharan – författare

This collection of theoretical and empirical research addresses the most recent advances in cooperative learning and its applications, implications, and effects on teachers and students at both the elementary and secondary levels. The central concern of the contributors is how a set of particular instruction methods affects people in classrooms and what this form of instruction contributes or fails to contribute to them. In their attempt to illuminate some of the major effects of cooperative learning methods, the contributors discuss a number of theoretical and practical issues not covered elsewhere, including the effects of cooperative learning on teachers, on high school science studies, on student motivation, and on the acquisition of group process and learning skills. Educational psychologists and researchers as well as teachers in training will find Cooperative Learning an illuminating source of information about a model of teaching that, the contributors argue, produces a wide range of positive effects on both the teacher and student populations.Taken together, these chapters demonstrate a wider applicability and more socially and psychologically important impacts of cooperative learning than have been documented before. Among the topics addressed are cooperative learning and achievement, treating status problems in the cooperative classroom, cooperative learning models, teachers' verbal behavior in cooperative and whole-class instruction, and the effects of cooperative learning on ethnic relations. The contributors are united in their belief that cooperative learning promises to provide a viable alternative to the predominantly verbal-presentation type of teaching that is still the norm in most Western classrooms. The research reported here will help establish a central role for cooperative learning methods in the training and practice of classroom instruction as we enter the 1990s.

This professional reference provides a broad picture of cooperative learning methods. The volume includes descriptions of the main generic methods of instruction, applications of cooperative learning to various subject-matter disciplines, and discussions of the implementation of cooperative learning in schools. The book is divided into three sections. The first, on methods, includes chapters on the fundamental strategies of cooperative learning. The second, on applications, provides practical information on the use of cooperative learning in mathematics, science, and language arts instruction. The third, on implementation, contains chapters on the creation and administration of cooperative learning programs in schools. Each chapter in this reference is written by an expert contributor and mentions current sources of additional information. Thus, the book is a comprehensive collection of practical information for all those interested in cooperative learning.

This professional reference provides a broad picture of cooperative learning methods. The volume includes descriptions of the main generic methods of instruction, applications of cooperative learning to various subject-matter disciplines, and discussions of the implementation of cooperative learning in schools. The book is divided into three sections. The first, on methods, includes chapters on the fundamental strategies of cooperative learning. The second, on applications, provides practical information on the use of cooperative learning in mathematics, science, and language arts instruction. The third, on implementation, contains chapters on the creation and administration of cooperative learning programs in schools. Each chapter in this reference is written by an expert contributor and mentions current sources of additional information. Thus, the book is a comprehensive collection of practical information for all those interested in cooperative learning.

Language and Learning in the Cooperative Classroom reports the results of an experiment on the effects of cooperative learning. The authors address the following questions in detail: Is the effect of cooperative learning on achievement more salient for pupils from the majority or minority ethnic groups? Do pupils who study with the Group-Investigation method display more extensive verbal interaction with their peers than pupils who study with the Whole-Class method? Is the pupil's verbal interaction in groups related to his/her academic achievement? The findings are discussed in terms of their relevance for classroom instruction, for different theories of language behavior and language research, and for issues regarding ethnic relations in multi-ethnic classrooms.

Crossovers compares Jewish anti-Zionism and Palestinian anti-Semitism from political and philosophical points of view. The authors' goal is to expose what is unique about these phenomena, and what they share, so that both ideologies and their practical impact can be better understood.The authors identify a symbiotic relationship between anti-Semitic Palestinian doctrines and those Jews who are anti-Zionists. There has been a great deal of research on these as separate phenomena, but there has thus far been no research that has noted their similarities. Palestinian anti- Semitism and Jewish anti-Zionism may stem from different sources, but they have similar consequences. Palestinian views derive from religious Islamic as well as nationalist- Arab roots, while the views of anti-Zionist Jews grew out of an ideological-Marxist-Trotskyite background. But both share a common goal: the destruction of the Jewish-Zionist nation, and a common strategy, to achieve a bi-national state as a first stage in the march to this goal.Jewish history is replete with examples of how Jews have ignored repeated threats and acts of violence against them. That characteristic of Jews reflects their Messianic belief, but it lacks a basis in history. That belief has resisted change even in the face of threats that were obvious and that have endangered Jewish lives in the past. Contemporary anti-Zionists share this optimistic outlook. Paradoxically, while the Jewish-Zionist State of Israel contends in public that another Holocaust will not happen and is patently impossible, the lesson of recent Jewish history is that a Holocaust can happen again. This work is unrelenting in its criticisms and tough minded in its assessments of the future. It merits careful, serious reading.

This book offers an alternative approach to secondary school organization. In line with the definition formulated by John Dewey's philosophy of education, the book shows how to respond more successfully to the requirements of today's information age.

Crossovers compares Jewish anti-Zionism and Palestinian anti-Semitism from political and philosophical points of view. The authors' goal is to expose what is unique about these phenomena, and what they share, so that both ideologies and their practical impact can be better understood.The authors identify a symbiotic relationship between anti-Semitic Palestinian doctrines and those Jews who are anti-Zionists. There has been a great deal of research on these as separate phenomena, but there has thus far been no research that has noted their similarities. Palestinian anti- Semitism and Jewish anti-Zionism may stem from different sources, but they have similar consequences. Palestinian views derive from religious Islamic as well as nationalist- Arab roots, while the views of anti-Zionist Jews grew out of an ideological-Marxist-Trotskyite background. But both share a common goal: the destruction of the Jewish-Zionist nation, and a common strategy, to achieve a bi-national state as a first stage in the march to this goal.Jewish history is replete with examples of how Jews have ignored repeated threats and acts of violence against them. That characteristic of Jews reflects their Messianic belief, but it lacks a basis in history. That belief has resisted change even in the face of threats that were obvious and that have endangered Jewish lives in the past. Contemporary anti-Zionists share this optimistic outlook. Paradoxically, while the Jewish-Zionist State of Israel contends in public that another Holocaust will not happen and is patently impossible, the lesson of recent Jewish history is that a Holocaust can happen again. This work is unrelenting in its criticisms and tough minded in its assessments of the future. It merits careful, serious reading.

Israel & the Post-Zionists - A Nation at Risk