The effect of collegial support on the implementation of primary school teachers' classroom cooperative learning practices

Abstract

This study investigated the effect of collegial support on the cooperative learning practices of 18 classroom teachers over an 18 week period at two New Zealand primary schools. It also examined their perceptions of the value of this support. A quasiexperimental multiple baseline research design was employed. Phase 1 consisted of professional development at both schools and Phase 2 saw the introduction at one school only, of a collegial support structure - the Cooperative Colleagues Club (C.C.C.). In Phase 3 the C.C.C. was established at the second school. Journals were the main document sources for all participants at all stages. These journals together with administered questionnaires were the data sources. There was no evidence the C.C.C. facilitated the use of cooperative learning. However implementation levels were sustained over time. Teachers' perceptions of the C.C.C. were positive. The possible effect of journals and future research are also discussed.