This article explores influences on the development of collaborative learning practices in schools. Evidence from three cases in three countries is detailed and analyzed, using a theoretical framework concerned with school curricula: aims and intended learning outcomes; syllabus, learning and teaching methods; and assessment. In each of the three cases (England, Germany, and Lithuania), a review of national statutory requirements and nonstatutory guidelines is supported by evidence from teacher practice (in-depth case studies), which are then viewed through a comparative case-study method approach. The article highlights influences on practice, and draws conclusions about developing effective future policy and practices.

中文翻译：

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对学校开展协作学习实践的影响：三个国家的三个案例

本文探讨了对学校协作学习实践发展的影响。使用与学校课程有关的理论框架，详细分析了来自三个国家的三个案例的证据：目标和预期的学习成果；教学大纲，学与教方法；和评估。在这三个案例（英格兰，德国和立陶宛）的每一个案例中，教师实践的证据（深入的案例研究）均支持对国家法定要求和非法定准则的审查，然后通过比较案例研究的方法对其进行考察。方法。本文重点介绍了对实践的影响，并就制定有效的未来政策和实践得出了结论。