Table 27 Average Effect Size for Collaboration Process Table A.2
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Table 1.1 Key Features of Collaborative and Cooperative Learning Note: Several studies investigated more than one content area; therefore, the number of studies reported in the table does not reflect the total number of studies coded. Table 2.1 Articles Retained from Initial Coding Table 3.1 Reading/Writing Implications for Practice Table 3.2 Humanities/Social Sciences Implications for Practice *** High effect size, ** Moderate effect size, * Low effect size Table 3.3 Mathematics Implications for Practice Table 3.5 Classroom Environment Implications for Practice Table 3.4 Science Implications for Practice *** High effect size, ** Moderate effect size, * Low effect size Table 3.7 Cultural and Linguistic Diversity Implications for Practice *** High effect size, ** Moderate effect size, * Low effect size Table 3.8 Assessment Implications for Practice Conclusions Table 4.1. IB Coded Curriculum Documents (Summary by Programme and Discipline) Table 4.2 Summary of Coding Results for PYP Curriculum Documents Source. International Baccalaureate Student Collaboration Content Analysis. Note. CL = Collaborative Learning; PD — Professional Development Table 4.3 Summary of coding results for MYP curriculum documents Table 4.4 Summary of Coding Results for DP Curriculum Documents Source. International Baccalaureate Student Collaboration Content Analysis. Note. CL = Collaborative Learning; PD — Professional Development curriculum documents analyzed for this study. Source. International Baccalaureate Student Collaboration Content Analysis. Note. CL = Collaborative Learning; PYP = Primary Years Programme; MYP = Middle Years Programme; DP = Diploma Programme Table 4.5 Summary of Average Scores among the DP Content Areas. Figure 4.1 Illustration of Collaborative Learning Components (mean) by Discipline within IB DP. Table 4.6 and 4.7 summarize the coding results of the IBCC Core Guide. Table 4.7 Summary of Category Scores for the IBCC Core Guide Table 4.8 Summary of Average Scores among the IB Programmes Source. International Baccalaureate Student Collaboration Content Analysis. Note. CL = Collaborative Learning; PYP = Primary Years Programme; MYP = Middle Years Programme; D = Diploma Programme Figure 4.2 Illustration of the Mean Differences among the CL Themes for Each IB Programme * New themes that emerged during document coding Note: CL = Collaborative Learning; PD = Professional Developmer (Table 4.9 continued) Note: K= number of effect sizes, *p < .05, **p < .01, ***p < .001 Weighted Effect Sizes, Standard Error, and Homogeneity Statistic Average Effect Size for Role of the Teacher Average Effect Size for Task Type Adapted from College Readiness Assignment Content Analysis Rubric (Stillisano, J.R., Brown, D.B., Wright, K.B., Metoyer, S., Hodges, T.S., Rollins, K.B., & Waxman, H.C. (2013, August). Evaluation of college readiness assignments field test (CRAFT). Submitted to the Texas Higher Education Coordinating Board (THECB). In brief, student collaboration may be facilitated with the following factors or strategies: In collaborative learning, students are asked to serve as teachers, editors, advisers, and mentors; teaching one another, making comments on one another's ideas and work, and participating as a team of learners with various degrees of expertise in a content area or topic. Student factors for collaboration are team (or group) size, team structure, individual role/responsibility within the team, expectations for the collaborative process, and group expectations for the final product. Even though these are termed student factors, the teacher establishes guidelines and expectations for many of the student factors.
