Term of Award
Fall 2024
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
Alma Stevenson
Committee Member 1
Ming Fang He
Committee Member 2
Sabrina Ross
Committee Member 3
Alisa Leckie
Abstract
This dissertation explores how utilizing cooperative learning in remedial and test preparation in high school classes affects students’ reading comprehension on traditional standardized test scores. Theoretically, my dissertation work draws upon several bodies of literature, such as constructivism including cognitive and social constructivism in relation to cooperative learning (e.g., Dewey, 1897, 1902/1932, 1910; Piaget, 1967; Vygotsky, 1978), culturally responsive/relevant/sustaining pedagogy (e.g., Gay, 2000/2010/2018; González, Moll, & Amanti, 2005; Ladson-Billings, 1994/2009; Ladson-Billings, 2021; Paris & Alim, 2017), and caring and empathy (Noddings, 1984, 1992, 2002; Katz, Noddings, & Strike, 1999; Merriam, 1991; Stake, 1995, 2005) in relation to social justice education. Methodologically drawing from qualitative case studies (e.g., Yin, 1994/2014, 2004; Tsay & Brady, 2010; Merriam & Tisdell, 2016), I examined the impact of cooperative learning strategies on students in remedial and test preparation classes. Cooperative learning group strategies such as Turn and Talk, Think Pair Share, and Question Answer Relationships (QAR) were implemented. Four findings emerged from my dissertation research: (1). Cooperative learning significantly enhances students' engagement with the text and enables them to develop a richer understanding of the material by connecting questions and answers. (2). The implementation of cooperative learning strategies, whether in heterogeneous or homogeneous group settings. (3). Integrating culturally responsive, relevant and sustaining teaching, learning, and pedagogy into cooperative learning not only fosters a sense of mutual support. (4) Based upon Schwab’s (1973) four curriculum commonplaces: the learner, the subject matter, the teacher, and the milieu, integrate culturally responsive, relevant, and sustaining teaching, learning, and pedagogy into a cooperative learning milieu; teachers need to view their students as curriculum and primary agents in learning by developing cooperative learning strategies that are responsive to their students’ needs, interests, and experiences as they teach the subject matter.
INDEX WORDS: Case Study, Cognitive Constructivism, Constructivism, Cooperative Learning, Social Constructivism, Culturally Responsive Teaching, Heterogeneous, Homogeneous, Qualitative Research, Pedagogy, Social Justice, Zone of Proximal Development
OCLC Number
1478274054
Catalog Permalink
https://galileo-georgiasouthern.primo.exlibrisgroup.com/permalink/01GALI_GASOUTH/1r4bu70/alma9916599548802950
Recommended Citation
Solomon-Jenkins, C. (2024). Exploring cooperative learning in high school remedial and test preparation classes. Dissertation
Research Data and Supplementary Material
Yes
Included in
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons