The basics

Our course centers around the theme cooperative learning in the inclusive classroom. That's quite a mouthful! In the kick-off meeting, we have touched upon different aspects of the theme and how they are addressed during the course. In this step, sources are offered for you and your team to get familiar with the fundamentals of cooperative learning and get started with your case study. 

This step will take you about 4-6 hours. You can find the general planning of the course here.

In prepration of case studies 1 and 2, you can read the following literature:

• Baloche, L., & Brody, C. M. (2017). Cooperative learning: exploring challenges, crafting innovations. Journal of Education for Teaching : JET, 43(3), 274–283. https://doi.org/10.1080/02607476.2017.1319513 

• Demo, H., Chiou, V., Cuccu, M. & Özdemir, Ö. (2025). Cooperative Learning. In: All means all! Open textbook for diversity in education. https://book.all-means-all.education/ama-2025-en/chapter/cooperative-learning/

• Davidson, N. (2021). Pioneering perspectives in cooperative learning: theory, research, and classroom practice for diverse approchaes to CL. Routledge.
  This source is helpful for step 3 of the case study. 

• Ferguson-Patrick, K., & Jolliffe, W. (2018). Cooperative Learning for Intercultural Classrooms: Case Studies for Inclusive Pedagogy (First edition.). Taylor and Francis.

This source is helpful for step 3 of the case study. 

• Gillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41(3), 39-54. https://dx.doi.org/10.14221/ajte.2016v41n3.3 

• Ravenscroft, S. P., Buckless, F. A., & Hassall, T. (1999). Cooperative learning - a literature guide. Accounting Education, 8(2), 163–176. https://doi.org/10.1080/096392899330991

• Slavin, R. E. (2008). Cooperative Learning, Success for All, and Evidence-based Reform in education. Éducation et didactique, 149-157.

In prepration of case study 3, you can read the following literature:

• Hmelo- Silver, C.E.,  Duncan, R.G. and Chinn, C.A. (2007) Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller and Clark. Educational Psychologist, 42:2, 99-107, DOI: 10.1080/00461520701263368 https://www.sfu.ca/~jcnesbit/EDUC220/ThinkPaper/HmeloSilverDuncan2007.pdf

• Peter Roberts. (1996). Structure, Direction and Rigour in Liberating Education (pp. 295-316) https://www.jstor.org/stable/1050588

• Margaret Flood; Anna Frizzarin; and María Pilar Gray Carlos. (2025). Universal Design for Learning. In: All means all! Open textbook for diversity in education. https://book.all-means-all.education/ama-2025-en/chapter/universal-design-for-learning/