Literature shows cooperative learning has positive benefits for students’ learning and social outcomes. Even though cooperative learning studies have been conducted in all areas of the curriculum, few studies have investigated whether there are similar effects for students across several curriculum areas or age groups. Moreover, less attention has been given to how professional learning and development (PLD) opportunities can contribute to changes in instructional practice. We illustrate how research on cooperative learning can be translated into practice, through a one-year University-School partnership. The current study is focused on our PLD work in one large private school based in New Zealand. Analysis of school data (quantitative student data and qualitative teacher data) indicated that, by the end of the school year, students reported experiencing more cooperative learning opportunities in their classes. Teachers believed that the PLD supported change in their practice and noted positive changes in student engagement. Analysis of student data also revealed differential outcomes by subject and age group. Overall, our study showed that PLD opportunities can contribute to the successful implementation of cooperative learning.

中文翻译：

---

通过专业发展成功实施合作学习的促成因素和障碍

文献表明合作学习对学生的学习和社会成果有积极的好处。尽管在课程的所有领域都进行了合作学习研究，但很少有研究调查对不同课程领域或年龄组的学生是否有类似的影响。此外，对专业学习和发展 (PLD) 机会如何促进教学实践变化的关注较少。我们展示了如何通过为期一年的大学-学校合作伙伴关系将合作学习的研究转化为实践。目前的研究重点是我们在新西兰一所大型私立学校的 PLD 工作。对学校数据（学生定量数据和教师定性数据）的分析表明，到学年结束时，学生们报告说他们在课堂上体验到了更多的合作学习机会。教师们相信 PLD 支持改变他们的实践，并注意到学生参与度的积极变化。对学生数据的分析还揭示了不同学科和年龄组的不同结果。总的来说，我们的研究表明，PLD 机会有助于合作学习的成功实施。