JTPE Casey, Goodyear and Dyson 2015.pdf (153.13 kB)
Model fidelity and students’ responses to an authenticated unit of Cooperative Learning
journal contribution
posted on 2015-11-19, 15:48 authored by Ashley CaseyAshley Casey, Victoria A. Goodyear, B. DysonA wealth of school-based interventions report on students’ positive responses to the use of models-based practice in physical education. However, research that examines the effectiveness of models-based practice rarely reports on the fidelity of implementation i.e. when all of the characteristics of a model are implemented. The purpose of this study was to explore model fidelity in the use of the Cooperative Learning model. Action research and systematic observation (using the Cooperative Learning Validation Tool which acknowledged the key characteristics of the model) were used to confirm model fidelity. Consequently, the themes of ‘scaffolding student learning', 'working together', and 'deeper learning' could be directly linked to the authentic use of Cooperative Learning context. The paper concludes by arguing that when reporting on findings from empirical research on the use of Cooperative Learning we need to adopt a more robust approach in determining – through rigor and quality of research – the authenticity of implementation.
History
School
- Sport, Exercise and Health Sciences
Published in
Journal of Teaching in Physical EducationCitation
CASEY, A., GOODYEAR, V.A. and DYSON, B., 2015. Model fidelity and students’ responses to an authenticated unit of Cooperative Learning. Journal of Teaching in Physical Education, 34 (4), pp. 642-660.Publisher
© Human KineticsVersion
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2015Notes
This is the as accepted for publication version of an article that was later published in the Journal of Teaching in Physical Education [© Human Kinetics]. The definitive version is available at: http://dx.doi.org/10.1123/jtpe.2013-0227ISSN
1543-2769Publisher version
Language
- en