Abstract
Within the context of collaborative, small-group learning, the main focus of this thesis is on grouping practices: the ways in which teachers can divide students into learning groups. The goal of this research was to examine and answer the main questions: 1. How does within-class grouping affect learning? 2. How can within-class grouping be improved to maximize the potential of collaborative learning for all students?
Original language | Undefined |
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Award date | 8 Sep 2005 |
Place of Publication | Enschede |
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Publication status | Published - 8 Sep 2005 |
Keywords
- IR-50791
- METIS-229764