1,857
Views
6
CrossRef citations to date
0
Altmetric
CURRICULUM & TEACHING STUDIES

Comparative institutional analysis of participation in collaborative learning

ORCID Icon, ORCID Icon, , ORCID Icon & ORCID Icon | (Reviewing editor)
Article: 1779556 | Received 02 Sep 2019, Accepted 01 Jun 2020, Published online: 23 Jun 2020

References

  • Abdulkadiroğlu, A., & Sönmez, T. (2003). School choice: A mechanism design approach. American Economic Review, 93(3), 729–14. https://doi.org/10.1257/000282803322157061
  • Aoki, M., & Takizawa, H. (1996). Kigyonai kodhineishon [Coordination in a corporate]. In M. Aoki & M. Okuno-Fujiwara (Eds.), Keizai sisutemu no hikaku seido bunseki [Comparative institutional analysis: A new approachto economic systems] (pp. 41–68). University of Tokyo Press.
  • Aoki, M. (2001). Toward a comparative institutional analysis. The MIT Press.
  • Aoki, M. (2010). Corporations in evolving diversity: Cognition, governance, and institutions. Oxford University Press.
  • Aoki, M., & Rothwell, G. (2013). A comparative institutional analysis of the Fukushima nuclear disaster: Lessons and policy implications. Energy Policy, 53(Feb 2013), 240–247. https://doi.org/10.1016/j.enpol.2012.10.058
  • Australian Curriculum Assessment and Reporting Authority (2018). National report on schooling in Australia 2016. Sydney: Australian Curriculum, Assessment and Reporting Authority. Retrieved from http://apo.org.au/system/files/182166/apo-nid182166-959406.pdf
  • Baloche, L., & Brody, C. M. (2017). Cooperative learning: Exploring challenges, crafting innovations. Journal of Education for Teaching, 43(3), 274–283. https://doi.org/10.1080/02607476.2017.1319513
  • Bjork, C. (2005). Indonesian education: Teachers, schools, and central bureaucracy. Routledge.
  • Buchs, C., Filippou, D., Pulfrey, C., & Volpé, Y. (2017). Challenges for cooperative learning implementation: Reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296–306. https://doi.org/10.1080/02607476.2017.1321673
  • Buchs, C., Gilles, I., Dutrevis, M., & Butera, F. (2011). Pressure to cooperate: Is positive reward interdependence really needed in cooperative learning? The British journal of educational psychology, 81(Pt 1), 135–146. https://doi.org/10.1348/000709910X504799
  • Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Heinemann.
  • Cerit, Y. (2013). Relationship between teachers’ self-efficacy beliefs and their willingness to implement curriculum reform. International Journal of Educational Reform, 22(3), 252. https://doi.org/10.1177/105678791302200304
  • Chikamori, K., Ozawa, H., Ono, Y., & Akai, H. (2014). A discussion on the “similarity in the lessons” observed in schools in a rural area of Zambia: From the perspectives of Comparative Institutional Analysis and Critical Realism. NUE Journal of International Educational Cooperation, 8, 37–45. https://naruto.repo.nii.ac.jp/?action=repository_uri&item_id=24799&file_id=25&file_no=1
  • Colman, A. M. (2003). Cooperation, psychological game theory, and limitations of rationality in social interaction. Behavioral and Brain Sciences, 26(2), 139–198. https://doi.org/10.1017/s0140525x03000050
  • Correa, H., & Gruver, G. W. (1987). Teacher-student interaction: A game theoretic extension of the economic theory of education. Mathematical Social Sciences, 13(1), 19–47. https://doi.org/10.1016/0165-4896(87)90057-6
  • Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds.), Humans and Machine: Towards an interdisciplinary learning science (pp. 189–211). Elsevier.
  • Douma, S., & Schreuder, H. (2002). Economic approaches to organizations (3rd ed.). Financial Times Prentice Hall.
  • Ferguson-Patrick, K. (2016). The importance of teacher role in cooperative learning: The effects of high-stakes testing on pedagogical approaches of early career teachers in primary schools. Education 3-13, 46(1), 89–101. https://doi.org/10.1080/03004279.2016.1189946
  • Geçkil, I. K., & Anderson, P. L. (2010). Game theory and the law. CRC Press.
  • Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26(4), 933. https://doi.org/10.1016/j.tate.2009.10.034
  • Goldspink, C., & Foster, M. (2013). A conceptual model and set of instruments for measuring student engagement in learning. Cambridge Journal of Education, 43(3), 291–311. https://doi.org/10.1080/0305764x.2013.776513
  • Graham, L. J., Sweller, N., & Van Bergen, P. (2010). Detaining the Usual Suspects: Charting the Use of Segregated Settings in New South Wales Government Schools, Australia. Contemporary Issues in Early Childhood, 11(3), 234–248. https://doi.org/10.2304/ciec.2010.11.3.234
  • Greif, A., & Laitin, D. D. (2004). A Theory of endogenous institutional change. American Political Science Review, 98(4), 633–652. https://doi.org/10.1017/S0003055404041395
  • Hall, P. A., & Taylor, R. C. R. T. (1996). Political science and the three new Institutionalisms*. Political Studies, 44(5), 936–957. https://doi.org/10.1111/j.1467-9248.1996.tb00343.x
  • Hargreaves, A. (2004). Inclusive and exclusive educational change: Emotional responses of teachers and implications for leadership. School Leadership & Management, 24(2), 287–309. https://doi.org/10.1080/1363243042000266936
  • Herriman, N. (2015). ‘Hard-Copy Rumours’: Print Media and Rumour in Indonesia. South East Asia Research, 23(1), 45–60. https://doi.org/10.5367/sear.2015.0247
  • Inagaki, T., & Sato, M. (1996). Jugyo kenkyu nyumon (Introduction to lesson study). Iwanami.
  • Kerkvliet, B. J. (2005). The power of everyday politics: How Vietnamese peasants transformed national policy. Institute of Southeast Asian Studies.
  • Khong, J. Z. N., Liem, G. A. D., & Klassen, R. M. (2017). Task performance in small group settings: The role of group members’ self-efficacy and collective efficacy and group’s characteristics. Educational Psychology, 37(9), 1082–1105. https://doi.org/10.1080/01443410.2017.1342767
  • Knight, S., & Mercer, N. (2014). The role of exploratory talk in classroom search engine tasks. Technology, Pedagogy and Education, 24(3), 303–319. https://doi.org/10.1080/1475939x.2014.931884
  • Knight, S., & Mercer, N. (2016). Collaborative epistemic discourse in classroom information-seeking tasks. Technology, Pedagogy and Education, 26(1), 33–50. https://doi.org/10.1080/1475939x.2016.1159978
  • Kojima, F., & Ünver, M. U. (2013). The “Boston” school-choice mechanism: An axiomatic approach. Economic Theory, 55(3), 515–544. https://doi.org/10.1007/s00199-013-0769-8
  • Law, W. W., & Pan, S. Y. (2009). Game theory and educational policy: Private education legislation in China. International Journal of Educational Development, 29(3), 227–240. https://doi.org/10.1016/j.ijedudev.2008.04.003
  • Law, Y. (2014). The role of structured cooperative learning groups for enhancing Chinese primary students’ reading comprehension. Educational Psychology, 34(4), 470–494. https://doi.org/10.1080/01443410.2013.860216
  • Le, H., Janssen, J., & Wubbels, T. (2017). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764x.2016.1259389
  • Lee, Y.-J. (2009). Not if but when pedagogy collides with culture in Singapore. Pedagogies: An International Journal, 5(1), 17–26. https://doi.org/10.1080/15544800903406274
  • Lim, L., Tan, M., & Saito, E. (2019). Culturally relevant pedagogy: Developing principles of description and analysis.Teaching and Teacher Education, 77(2019),43-52. doi: 10.1016/j.tate.2018.09.011
  • Milgrom, P. R., & Roberts, J. J. (1992). Economics, organization, and management. Prentice-Hall.
  • Morgan, G., Campbell, J. L., Crouch, C., Pedersen, O. K., & Whitley, R. (2010). Introduction. In J. L. C. Glenn Morgan, C. Crouch, O. K. Pedersen, & R. Whitley (Eds.), The Oxford Handbook of Comparative Institutional Analysis (pp. 2–12). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199233762.003.0001
  • Morris, P. (1994). Introduction to Game Theory. Springer New York.
  • Noddings, N. (1984). Caring, a feminine approach to ethics & moral education. University of California Press.
  • North, D. C. (1990). Institutions, institutional change, and economic performance. Cambridge University Press.
  • Olivares, O. J. (2005). Collaborative Critical Thinking: Conceptualizing and Defining a New Construct from Known Constructs. Issues in Educational Research, 15(1), 86–100. http://www.iier.org.au/iier15/olivares.html
  • Oltean, V. E., Borangiu, T., & Drăgoicea, M. (2016). On a Qualitative Game Theoretic Approach of Teacher-Student Interaction in a Public Higher Education Service System. In D. M. Borangiu T., Nóvoa H. (Ed.), Exploring Services Science. IESS 2016. Lecture Notes in Business Information Processing (Vol. 247, pp. 15-29). Cham: Springer. https://doi.org/10.1007/978-3-319-32689-4_2
  • Pang, C., Lau, J., Seah, C., Cheong, L., & Low, A. (2018). Socially Challenged Collaborative Learning of Secondary School Students in Singapore. Education Sciences, 8(1), 24. https://doi.org/10.3390/educsci8010024
  • Powell, J. H. (2006). Game Theory In Strategy. In A. Campbell & D. O. Faulkner (Eds.), The Oxford Handbook of Strategy: A Strategy Overview and Competitive Strategy (pp. 875–907). Oxford University Press.
  • Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer supported collaborative learning (pp. 69–97). Springer Berlin Heidelberg.
  • Saito, E., & Atencio, M. (2014a). Group learning as relational economic activity. Educational Review, 66(1),96-107. doi:10.1080/00131911.2013.768961
  • Saito, E., & Atencio, M. (2014b). Conceptualising Teacher Practice and Pupil Group Learning through Developmental Stages and Integration Factors.Policy Futures in Education, 12(4),558-571. doi: 10.2304/pfie.2014.12.4.558
  • Saito, E., Atencio, M., Khong, T. D. H., Takasawa, N., Murase, M., Tsukui, A., & Sato, M. (2018). The teacher as a ‘colony’: a case study of agentive responses to ‘colonising’ education policy in Vietnam. Cambridge Journal of Education, 48(1),65-86. doi: 10.1080/0305764x.2016.1240151
  • Saito, E., Khong, T. D. H., Hidayat, A., Hendayana, S., & Imansyah, H. (2020). Typologies of lesson study coordination: a comparative institutional analysis. Professional Development in Education, 46(1),65-81. https://doi.org/10.1080/19415257.2018.1561495
  • Saito, E., Tsukui, A., & Tanaka, Y. (2008). Problems on primary school-based in-service training in Vietnam: A case study of Bac Giang province. International Journal of Educational Development, 28(1),89-103. doi: 10.1016/j.ijedudev.2007.08.001
  • Saito, E., Watanabe, M., Gillies, R., Someya, I., Nagashima, T., Sato, M., & Murase, M. (2015). School reform for positive behaviour support through collaborative learning: utilising lesson study for a learning community.Cambridge Journal of Education, 45(4),489-518. doi: 10.1080/0305764x.2014.988684
  • Sato, M. (2012). Gakko wo kaikaku suru (Reforming a school). Iwanami Shoten.
  • Sato, M., & Sato, M. (2003). Koritsu chugakko no chosen (Challenge taken up by a neighbourhood lower secondary school). Gyosei.
  • Sato, M., & Sato, M. (2011). Chugakko ni okeru taiwa to kyodo: ‘Manabi no kyodotai’ no jissen [Dialogue and collaboration in a junior high school: Practising lesson study for learning community]. Gyosei.
  • Shernoff, D. J., Ruzek, E. A., & Sinha, S. (2017). The influence of the high school classroom environment on learning as mediated by student engagement. School Psychology International, 38(2), 201–218. https://doi.org/10.1177/0143034316666413
  • Slavin, R. E. (2015). Cooperative learning in elementary schools. Education, 3-13, 43(1), 5–14. https://doi.org/10.1080/03004279.2015.963370
  • Stull, W. J. (2006). A game-theoretic model of curriculum integration and school leadership. Economics of Education Review, 25(2), 189–199. https://doi.org/10.1016/j.econedurev.2005.01.006
  • von Neumann, J., & Morgenstern, O. (1944). Theory of games and economic behavior. Princeton University Press.
  • Webb, N. M. (2013). Information processing approaches to collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O’Donnell (Eds.), The international handbook of collaborative learning (pp. 19–40). Routledge.
  • Webb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K. (2009). ‘Explain to your partner’: Teachers’ instructional practices and students’ dialogue in small groups. Cambridge Journal of Education, 39(1), 49–70. https://doi.org/10.1080/03057640802701986
  • Webb, N. M., & Mastergeorge, A. (2003). Promoting effective helping behavior in peer-directed groups. International Journal of Educational Research, 39(1–2), 73–97. https://doi.org/10.1016/s0883-0355(03)00074-0
  • Williams, P., & Sheridan, S. (2010). Conditions for collaborative learning and constructive competition in school. Educational Research, 52(4), 335–350. https://doi.org/10.1080/00131881.2010.524748
  • Zuhdi, M. (2015). Pedagogical Practices in Indonesia. In E. H.-F. Law & U. Miura (Eds.), Transforming teaching and learning in Asia and the Pacific: Case studies from seven countries (pp. 142–160). UNESCO Bangkok Office.