ABSTRACT

One of the key challenges for educators is how to ensure inclusion of all learners in diverse classrooms. One effective way of providing an inclusive environment is by using Cooperative learning. When teachers use Cooperative learning a democracy stance (Vinterek 2010 Vinterek, M. 2010. “How to Live Democracy in the Classroom.” Education Inquiry 1 (4): 367–380. doi:https://doi.org/10.3402/edui.v1i4.21951[Taylor & Francis Online] , [Google Scholar]) emerges (Ferguson-Patrick 2014 Ferguson-Patrick, K. 2014. “Establishing a Democracy Classroom: Cooperative Learning and Good Teaching.” (PhD). University of Newcastle. [Google Scholar]). Such classrooms use inclusive pedagogies that increase participation and decrease exclusion (Florian and Black-Hawkins 2011 Florian, L., and K. Black-Hawkins. 2011. “Exploring Inclusive Pedagogy.” British Educational Research Journal 37 (5): 813–828. doi:https://doi.org/10.1080/01411926.2010.501096[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). This paper will present an analysis of findings from two case studies of schools using Cooperative learning to review the factors that demonstrate this democracy stance in action and show how they create caring communities and a sense of enjoyment through working cooperatively.

摘要

教育工作者面临的主要挑战之一是如何确保所有学习者都融入不同的课堂。提供包容性环境的一种有效方法是使用合作学习。当教师使用合作学习时的民主立场（Vinterek 2010 Vinterek, M. 2010 年。“如何在课堂上实现民主。” 教育查询1 (4): 367 – 380。doi:https://doi.org/10.3402/edui.v1i4.21951 [Taylor & Francis Online]  , [Google Scholar] ) 出现 (Ferguson-Patrick2014 弗格森-帕特里克，K. 2014 年。“建立民主课堂：合作学习和良好教学。” （博士）。纽卡斯尔大学。 [谷歌学术]）。这样的教室使用包容性教学法，增加参与度并减少排斥（Florian and Black-Hawkins2011 Florian, L.和K. Black-Hawkins。2011 年。“探索包容性教学法。” 英国教育研究杂志37 (5): 813 – 828。doi：https://doi.org/10.1080/01411926.2010.501096 [Taylor & Francis Online]、[Web of Science®]  、[Google Scholar]）。本文将对两个使用合作学习的学校案例研究的结果进行分析，以回顾表明这种民主立场在行动中的因素，并展示它们如何通过合作创造关爱社区和享受感。