Cooperative Learning in Scotland. Perspectives on the role of cooperative learning in supporting curricular policy and innovation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The stated aim of the new Curriculum for Excellence is to deliver an education system in Scotland that meets the demands of the 21st Century. The new curriculum has been the subject of controversy relating to its capacity to support learning and the approaches to learning and teaching it advocates. The changes in curriculum require developments, for some practitioners, in how learning and teaching takes place with a focus on active learning. This paper explores whether one active learning strategy, cooperative learning, can assist teachers in delivering the new curriculum. Cooperative learning is a pedagogy that has been the focus of significant research in the United States and Canada with developing interest in a variety of countries (Gillies 2000; Gillies & Boyle 2005; Johnson 1993; Johnson 1985; Kagan & Kagan 2009; Slavin 1984; Weigmann 1992) but to date the research in the UK is limited. This paper explores findings on cooperative learning in a global context and through a case study in Scotland. The case study reported in this paper reflects on the responses of pupils to the introduction of cooperative learning in a secondary school in Scotland and the ways in which this approach appeared to support them in developing the four capacities of the new curriculum.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.057 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it