|dc.description.abstract||This study examined how Cooperative Learning was being implemented by teachers in one board of
education. Cooperative Learning is an instructional strategy which involves students working
together in carefully designed groups. The academic and social benefits of Cooperative Learning are
well documented but there is a lack of information on its prevalence in classrooms. This study
focused on the following questions:
How are teachers using Cooperative Learning in their classrooms?
What difficulties are they experiencing?
How will/have they resolve(d) these difficulties?
The data for this study were collected through questionnaires and interviews that were developed
from the Concerns-Based Adoption Model. This model of change focuses on the change from the point
of view of the person undergoing the change. The process of data analysis involved organizing the
data into reoccurring themes.
From this study's findings, it appears that few teachers in this board had fully implemented
Cooperative Learning in their classrooms. This study provided valuable insight into the
difficulties that they were experiencing. These difficulties fell into 3 main categories:
educational climate, teaching assignments, and Cooperative Learning itself.
The teachers provided valuable suggestions to help them better implement Cooperative Learning into
their classrooms. They were aware of what Cooperative Learning should look like and
overwhelmingly suggested that more support be made available to them.||