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Crossovers
Jewish history is replete with examples of how Jews have ignored repeated threats and acts of violence against them. That characteristic of Jews reflects their Messianic belief, but it lacks a basis in history. That belief has resisted change even in the face of threats that were obvious and that have endangered Jewish lives in the past. Contemporary anti-Zionists share this optimistic outlook. --
Crossovers
Crossovers compares Jewish anti-Zionism and Palestinian anti-Semitism from political and philosophical points of view. The authors' goal is to expose what is unique about these phenomena, and what they share, so that both ideologies and their practical impact can be better understood. The authors identify a symbiotic relationship between anti-Semitic Palestinian doctrines and those Jews who are anti-Zionists. There has been a great deal of research on these as separate phenomena, but there has thus far been no research that has noted their similarities. Palestinian anti- Semitism and Jewish anti-Zionism may stem from different sources, but they have similar consequences. Palestinian views de...
Cooperative Learning
This collection of theoretical and empirical research addresses the most recent advances in cooperative learning and its applications, implications, and effects on teachers and students at both the elementary and secondary levels. The central concern of the contributors is how a set of particular instruction methods affects people in classrooms and what this form of instruction contributes or fails to contribute to them. In their attempt to illuminate some of the major effects of cooperative learning methods, the contributors discuss a number of theoretical and practical issues not covered elsewhere, including the effects of cooperative learning on teachers, on high school science studies, o...
Handbook of Cooperative Learning Methods
This professional reference overviews cooperative learning and includes sections on generic methods of instruction, the application of cooperative learning to particular disciplines, and the implementation of programs in schools.
Learning to Cooperate
Abstract: A comprehensive book on cooperative learning based on the Second Conference of the International Association of Cooperation in Education in July 1982. The essays presented here are revised versions of the papers given at this conference. Starting with the basic concepts of cooperative learning, these essays then move into more detailed approaches to this type of learning. Topics covered include cooperation and competition in children, learning in small and/or cooperative groups, cooperative learning in science and mathematics and in multi-cultural groups, and the promotion of cooperative learning. Although most of the research presented here deals with classroom learning, many of these concepts can be applied to nonathletic out-of-school activities.
Small-group Teaching
Abstract: Intended for advanced or beginning professionals, the book explores group work in classrooms. A wide variety of techniques are explained along with the teacher's role in planning, carrying out, and guiding activities for each. Concrete examples are provided. Specific topics are: why small groups, how small groups work, types of small groups, organizing small group learning, group discussion, activity centers and learning centers, role playing, and simulation games.
Language and Learning in the Cooperative Classroom
Language and Learning in the Cooperative Classroom reports the results of an experiment on the effects of cooperative learning. The authors address the following questions in detail: Is the effect of cooperative learning on achievement more salient for pupils from the majority or minority ethnic groups? Do pupils who study with the Group-Investigation method display more extensive verbal interaction with their peers than pupils who study with the Whole-Class method? Is the pupil's verbal interaction in groups related to his/her academic achievement? The findings are discussed in terms of their relevance for classroom instruction, for different theories of language behavior and language research, and for issues regarding ethnic relations in multi-ethnic classrooms.
Secondary Schools and Cooperative Learning
Original essays by noted scholars explore cooperative learning, curriculum development, and teaching strategies. Focusing on grades 9 through 12, the volume first emphasizes theories underlying the use of selected cooperative learning strategies in secondary schools and then examines strategies and practical applications for classrooms. Contributors include David Johnson, Roger Johnson, Ruven Lazarowitz, Yael Sharan, Shlomo Sharan, Robert Slavin, Karl Smith, and others who have successfully implemented cooperative learning strategies in science, math, social studies, English/language arts, and gifted and talented. These contributors focus on how models are utilized and implemented. Discussions involve obstacles that impede success, problems and concerns, solutions, and suggestions for problem solving. An index is provided.
Israel and the Post-Zionists
An examination of the dimensions and implications of the anti-Zionists' struggle against Israel as a Jewish nation. In a rebuttal of post-Zionist claims, Zionism's vitality is shown to be pivotal in debates about Jewry's national and cultural existence and the future direction of the Israeli state.
