ORIGINAL_ARTICLE
Education and Culture Crises in the Early Twenty-First Century World
The thesis of this paper is that while culture as it appears in the world of the early twenty-first century, is radically different than was the case in all earlier centuries; schools and education systems worldwide still reflect the templates upon which they were built in eras past, and are not aligned with the realities and exigencies of the contemporary world as regards culture. The paper traces the beginning of schools in the ancient world, and how, according to the Cohen hypothesis, schools began to foist down a uniform, dominant culture. After the creation of mass systems of public schooling, school systems have still been serving as agents of cultural hegemony. However current demographic and social trends have coincided to create increasingly diverse societies; and current political, economic and life-philosophical contextual imperatives ask for an appreciation of diversity, and in such a context, inherited school systems appear to be more and more an anachronism. How education should be reformed in view of the new exigencies, form the concluding section of the paper.
https://journal.cesir.ir/article_87721_26a9ac3d7454988e417182d3728c113e.pdf
2018-07-01
10
28
10.22034/ijce.2018.87721
Comparative and International Education
culture
Education
societal trends
twenty-first century
شارل
ولوتر
charl.wolhuter@nwu.ac.za
1
استاد دانشگاه نورث-وست، افریقای جنوبی
LEAD_AUTHOR
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51
ORIGINAL_ARTICLE
Parents’ and Teachers’ Attitudes to Play and Drama in Education in Early Years Classrooms in Jiangsu Province, China
Set against the background of the Chinese government’s commitment to universalise early childhood educational provision, this exploratory study investigated the value attributed to play and drama-based teaching and learning in ECE from the perspectives of parents, teachers and Head Teachers from Suzhou in Jiangsu Province. We applied content and statistical analyses on the search results, and the findings indicate that while parents expressed interest in less regimented and more active, play-based approaches to education in their children’s classrooms, broader societal and philosophical influences about the purposes of education prevail, and they are concerned about their children falling behind in a highly competitive education system. Teachers and Head Teachers are similarly aware of the value of play in young children’s development, but lack the knowledge, skills and resources to implement a play-based approach to teaching and learning in their classrooms. The implications of the modernisation project in early childhood education in China is discussed.
https://journal.cesir.ir/article_87723_16264bacf3b14d5beae4ecc016965301.pdf
2018-07-01
30
57
10.22034/ijce.2018.87723
Early Years Education
play-based learning
Drama in Education
Chinese education system
Carmel
O’ Sullivan
carmel.osullivan@tcd.ie
1
Professor, School of Education, University of Dublin, Trinity College, Ireland
LEAD_AUTHOR
Aras, S. (2016) Free play in early childhood education: a phenomenological study, Early Child Development and Care, 186(7), 1173-1184.
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9
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10
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43
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46
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47
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48
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51
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52
Yingqi, C. (2008) Social Harmony and Macro regulation of the Funding System of Early Childhood Education, Chinese Education and Society, 41(2), 20-32.
53
Zhou, R., Murphy, R. & Tao, R. (2014) Effects of Parents’ Migration on the Education of Children Left Behind in Rural China, Population and Development Review, 40(2), 273-292.
54
Zhu, J. & Zhang, J. (2008) Contemporary trends and developments in early childhood education in China, Early Years: An International Research Journal, 28(2), 173-182
55
ORIGINAL_ARTICLE
Greek Language Education in Egypt: Legitimate Practices of An Ethnocentric Model
The educational content of the Greek language education in Egypt is drawn from the metropolitan centre (Greece) with the aim of developing a national consciousness based on a single ethno-cultural identity (see Greek). Such a choice is debatable as to its feasibility and results in the sense that it contrasts with the conditions of Greek children socialization in the host country (Egypt), which are bilingual, coming from two different cultures, while their education is ethnocentric or oriented around Greece. In our research we examine the reasons that led to an education cut off from the sociocultural reality of the Greeks of the Diaspora, as well as its consequences, given that the Greek community has lost its past dynamics and it is on a declining path. The role of the Greek community has proven to be decisive in educational matters and has largely determined the educational policy of Greece, and partly of Egypt, and, on the other hand, it shaped the attitudes and behaviours of alien residents on this issue. Our analysis reveal the need for an intercultural specification of the ethnic identity in migratory environments in order for this identity to reflect the experiences and living conditions of its bodies.
https://journal.cesir.ir/article_87722_59def42004173a9805d458f0d4703607.pdf
2018-07-01
58
77
10.22034/ijce.2018.87722
Egyptian Hellenism
Greek Diaspora/colony
ethno-cultural identity
intercultural education
Ieronimakis
Giannis
giannis.ieronimakis76@gmail.com
1
, Instructional Laboratory Personnel, University of Crete
LEAD_AUTHOR
Efstathopoulou
Aggeliki
2
University of Crete
AUTHOR
Brubaker, R. (2005). The «diaspora» diaspora. Ethnic and Racial Studies, 28, 1-19
1
Clogg, R. (2004). Some reflections on the history of the Greek Diaspora. In: M. Damanakis, V. Kardasis, T. Mihelaki, A. Chourdakis (Ed.), History of Modern Greek Diaspora Research and Teaching (p. 75-79). Conference Proceedings 4 – 6 July, 2003, Rethimno: E.DIA.M.M.E.
2
Cochran, J. (1986). Education in Egypt. London/Sydney: Croom Helm
3
Cohen, R. (2003). Global Diaspora (N. Tatsis, A. Kontis, I. Petrakou, Eds.), (T. Plita, Translation.). Athens: Papazisis
4
Dalahanis, A. (2015). Ungovernable Colony. The Greeks in Egypt from the abolition of privileges to the exit 1937-1962. Heraklio: University Editions of Crete
5
Damanakis, M. (2001). The formation of the national and cultural identity of Greek-foreign students. Education of Sciences, 1, 7-19
6
Damanakis, M. (2007). Identities and Education in Diaspora. Athens: Gutenberg
7
Damanakis, M. (2009). Concerning “national” identity. Education of Sciences, 4, 218-220
8
Dyfoua, S. (2010). Diaspora. Athens: Nisus
9
Efstathopoulou, A. (2015). Egypt after the fall of the Budvarah regime: The country in transition; Rethimno (Master Thesis at the Department of Political Science of the University of Crete)
10
Gotovos, A. (2002). Education and diversity. Issues of intercultural pedagogy. Athens: Metehmio
11
Hassiotis, I. (2004). Past and present in the History of Modern Greek Diaspora. Ιn: W. Kokot, K. Tölölyan, C. Alfonso (Eds.) (pp. 93-101), Diaspora, Identity and Religion. New Directions in Theory and Research, London-New York: Routledge
12
Katsiardi-Hering, Ο. (2003). The networks of the Greek Diaspora. In: S. Asdrahas et. al. (Eds.) (pp. 461-481). Greek Economic History 15-19 century, v. 1, Athens: Cultural Foundation of Piraeus Group
13
Greek Language Education …
14
52 Iranian Journal of Comparative Education 1(2), 35-52
15
Kitroef, A. (1984). The Greek community in Egypt and the Second World War, Accessed at 30 of August 2017, from https://ejournals.epublishing.ekt.gr/index.php/mnimon/article/viewFile/7911/7659.pdf
16
Markantonatos, L. G. (1957). The Greek Educational Institutes in Egypt. Thessaloniki: Society for Macedonian Studies
17
Sakkas, G. (2015). Nationalization in Egypt. Kathimerini, accessed at 3 of September 2017, from http://www.kathimerini.gr/843126/article/epikairothta/kosmos/oi-e8nikopoihseis-sthn-aigypto
18
Selekou, O. (2004). The daily life of the Greeks of the Diaspora. Athens: National Center of Social Research
19
Soulogiannis, E. (2000). The Greek colonies in Egypt during the modern times. Αthens: Cultural Organisation of the Municipality of Athens.
20
Soulogiannis, E. (1999). The position of the Greeks in Egypt. Athens: Cultural Organisation of the Municipality of Athens
21
Tomara – Sideri, M. (2007). Alexandrian Families. Choremi – Benaki – Salvaglou. Athens:
22
Vendura, L., Baltsiotis, L. (2013). The nation beyond the borders. Athens: Vivliorama
23
Zoues, V. (2017). Greek Egyptians of yesterday and today, accessed at 13 of July 2017, from https://hephaestuswien.wordpress.com
24
ORIGINAL_ARTICLE
Mobile phone-dependance among university students from Isfahan (Iran) and Malaga (Spain)
The work presents a comparative analysis of mobile phone use by university students from two universities, a group from Isfahan (Iran) and another from Málaga (Spain). To do this, two groups of young people (90 students from the University of Isfahan and 108 students from the University of Málaga) responded to an online survey translated to Farsi, which analyzed several items. The data indicated that the presence and use of mobile phone is very widespread among the young population. Nine students out of ten keep the mobile on forever. Although differences are observed in the use of applications, times, in the case of the students of Isfahan it seems to be used more frequently in almost all sections (social networks, informal chat, photographs, etc.) than its equals of Spain. The results confirm the strong implantation of the mobile phone in the social life of young people but not so much as an academic or professional resource of the same.
https://journal.cesir.ir/article_87724_89ec92b614ff575f0e23de2ddb83c9ac.pdf
2018-07-01
78
93
10.22034/ijce.2018.87724
Mobile phone use
Cyber-dependande
University Students
comparative study
Javier
Barquín Ruiz
barquin@uma.es
1
Faculty of Education. Malaga University. Spain.
LEAD_AUTHOR
Azam
Naghavi
2
. Department of Counseling, Faculty of Education and Psychology. University of Isfahan. Iran.
AUTHOR
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). American Psychiatric Pub.
1
Agari, S., & Delawar, A. (2017). Investigating the relationship between mobile phone use and the non-mobile-phone-phobia feeling among mobile phone users in Tehran. Innovations and Creativity in Human Science, 6(4), 197-224. [Persian]
2
Caplan, S. E. (2006). Relations among loneliness, social anxiety, and problematic Internet use. CyberPsychology & Behavior, 10(2), 234-242.
3
Centro de Seguridad en Internet para los Menores en España: PROTEGELES. 2014. [in Spanish]
4
Chen, Y. F. (2004). The relationship of mobile phone use to addiction and depression amongst American college students. Mobile Communication and Social Change, 10, 344-352.
5
Cheever, N. A., Rosen, L. D., Carrier, L. M., & Chavez, A. (2014). Out of sight is not out of mind: The impact of restricting wireless mobile device use on anxiety levels among low, moderate and high users. Computers in Human Behavior, 37, 290-297.
6
Chóliz, M., Villanueva, V. & Chóliz, M.C. (2009). Ellas, ellos y su móvil: Uso, abuso (¿y dependencia?) del teléfono móvil en la adolescencia. Revista Española de Drogodependencias,34(1)374-818. [in Spanish]
7
García Martínez, V., Fabila Echauri, A. M. (2014). nomofilia vs. nomofobia, irrupción del teléfono móvil en las dimensiones de vida de los jóvenes. un tema pendiente para los estudios en comunicación. Razón y palabra. Comunicación y Ciudadania. Numero 86 abril-julio. [in Spanish]
8
Dixit, S., Shukla, H., Bhagwat, A. K., Bindal, A., Goyal, A., Zaidi, A. K., & Shrivastava, A. (2010). A study to evaluate mobile phone dependence among students of a medical college and associated hospital of central India. Indian journal of community medicine: official publication of Indian Association of Preventive & Social Medicine, 35(2), 339-341.
9
Ezoe, S., & Toda, M. (2013). Relationships of loneliness and mobile phone dependence with Internet addiction in Japanese medical students. Open Journal of preventive medicine, 3(6), 407-412.
10
Harman, B. A., & Sato, T. (2011). Cell phone use and grade point average among undergraduate university students. College Student Journal, 45(3).
11
Hawi, N. S., & Samaha, M. (2016). To excel or not to excel: Strong evidence on the adverse effect of smartphone addiction on academic performance. Computers & Education, 98, 81-89.
12
Huang, H., & Leung, L. (2009). Instant messaging addiction among teenagers in China: shyness, alienation, and academic performance decrement. CyberPsychology & Behavior, 12(6), 675-679.
13
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34
ORIGINAL_ARTICLE
English Language Education in Iran: A Site of Struggle between Globalized and Localized Versions of English
Reviewing the ups and downs of English in Iran indicates that especially in the last two decades it has been a site of growing struggle between two rival sectors. The first one is the private sector which has been the main contributor to the spread of English in its international version and the second one is the public sector which has been the representative of the localized version of English. Due to the low efficacy of the public sector, the private sector, as a booming market, is playing the main role of English education. Considering the fact, the authors first aim to introduce these two rival sectors. Then, based on the available literature on the topic, it is attempted to delve into the reasons of this growing struggle. The findings indicate that the future will be a scene of continuing presence of English in the private sector in its globalized version and English in the public sector in its localized version.
https://journal.cesir.ir/article_87725_04107b3677ed46846e62fa5cb7259bed.pdf
2018-07-01
94
109
10.22034/ijce.2018.87725
Iranian education system
Public Sector
private sector
International English
Localized English
Abutaleb
Iranmehr
a_iranmehr946@yahoo.com
1
Sharood University
LEAD_AUTHOR
Hossein
Davari
h.davari@du.ac.ir
2
English Department, Damghan University
AUTHOR
Aghagolzadeh, F., & Davari, H. (2017). English education in Iran: From ambivalent policies to paradoxical practices. In R. Kirkpatrick (Ed.) English Language Education Policy in the Middle East and North Africa (pp. 47-62). Springer International Publishing.
1
Ahmadipour, T. (2008). The necessity to adopt language policy against the expansion of English. National Studies Quarterly, 35(134-119).
2
Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia-Social and Behavioral Sciences, 199, 394-401.
3
Aliakbari, M. (2004). The place of culture in the Iranian ELT textbooks in high school level. Paper presented at the 9th Pan-Pacific Association of Applied Linguistics Conference. Namseoul University, Korea.
4
Anderson, C. (2003). Phillipson's children. Language and Intercultural Communication. 3 (1), 81-95.
5
Atai, M.R., & Mazlum, F. (2013). English language teaching curriculum in Iran: planning and practice, The Curriculum Journal, 24 (3) 389-411.
6
Babai-Shishavan, H., & Melbourne, V. (2010). The Relationship between Iranian English Language Teachers’ and Learners’ Gender and their Perceptions of an Effective English Language Teacher. English Language Teaching, 3(3), 3-10.
7
Baleghizadeh, S. and Motahed, J. (2010). An analysis of the ideological content of internationally-developed British and American ELT textbooks. The Journal of Teaching Language Skills, 2 (2), 1-27.
8
Baleghizadeh, S., & Farshchi, S. (2009). An exploration of teachers’ beliefs about the role of grammar in Iranian high schools and private language institutes. Journal of English Language Teaching and Learning, 52(212), 17–38.
9
Baniasad-Azad, S., Tavakoli, M., & Ketabi, S. (2016). EFL Teacher Education Programs in Iran: The Absence of Teachers’ Involvement. Iranian Journal of Applied Linguistics (IJAL) 19 (2), 61-86.
10
Borjian, M. (2013). English in post-revolutionary Iran: From Indigenization to Internationalization. Bristol: Multilingual Matters.
11
English Language Education …
12
83 Iranian Journal of Comparative Education 1(2), 70-84
13
Cortazzi, M., Jin, L., Kaivanpanah, S., & Nemati, M. (2015). Candles lighting up the journey of learning: teachers of English in Iran. In C. Kennedy (Ed.) English Language Teaching in the Islamic Republic of Iran, Innovations Trends and Challenges (pp. 121-135). London: British Council.
14
Davari, H., & Aghagolzadeh, F. (2015). To teach or not to teach? Still an open question for the Iranian education system. In C. Kennedy (Ed.) English Language Teaching in the Islamic Republic of Iran, Innovations Trends and Challenges (pp. 13-19). London: British Council.
15
Dolati, I. R., & Seliman, S. (2011). An Investigation on Iranian Students’ Weaknesses in Spoken English. Journal of Edupres, 1, 94-99.
16
Ekstam, J. M., & Sarvandy, E. (2017). English Language Teaching in Iran: Tradition versus Modernity. Chinese Journal of Applied Linguistics, 40(1), 112-119.
17
Farhady, H., & Hedayati, H. (2009). Language assessment policy in Iran. Annual Review of Applied Linguistics, 29, 132-141.
18
Farhady, H., Sajadi-Hezaveh, F., & Hedayati, H. (2010). Reflections on foreign language education in Iran. TESL-EJ, 13 (4). Retrieved June 1, 2018, from http://www.tesl-ej.org
19
Foroozandeh, E. & Forouzani, M. (2015). Developing school English materials for the new Iranian educational system. In C. Kennedy (Ed.) English Language Teaching in The Islamic Republic of Iran, Innovations Trends and Challenges (pp. 59-72). London: British Council.
20
Ganji, M., Ketabi, S., & Shahnazari, M.T. (2018). English teacher training courses in Iranian private language institutes: Issues and options Issues in Educational Research, 28(2), 367-384.
21
Ghaffar Samar, R., &Davari, H. (2011). Liberalist or Alarmist: Iranian ELT Community's Attitude to Mainstream ELT vs. Critical ELT. TESOL Journal, 63 (5), 63-91.Yildrim and Okan, 2005)
22
Hayati, A.M., & Mashhadi, A. (2010). Language planning and language-in-education policy in Iran. Language Problems & Language Planning, 34(1), 24-42.
23
Kennedy, C. (Ed.) (2015). English Language Teaching in The Islamic Republic of Iran, Innovations Trends and Challenges. London: British Council.
24
English Language Education …
25
84 Iranian Journal of Comparative Education 1(2), 70-84
26
Kheirabadi, R., & Alavi Moghaddam, S. B. (2014). New horizons in teaching English in Iran: A transition from reading-based methods to communicative ones by “English for School Series”. International Journal of Language Learning and Applied Linguistics World, 5(4), 225-232.
27
Kiany, G.R., Mirhosseini, S.A. and Navidinia, H. (2010). Foreign language education policies in Iran: Pivotal macro considerations. Journal of English Language Teaching and Learning, 53(222), 49-70.
28
Leather, S., & Motallebzadeh, K. (2015). Effecting methodological change through a trainer-training project: a tale of insider-outsider collaboration In C. Kennedy (Ed.) English Language Teaching in The Islamic Republic of Iran, Innovations Trends and Challenges (pp. 161-172). London: British Council.
29
Mohammadian-Haghighi, F., & Norton, B. (2017). The role of English language institutes in Iran. TESOL Quarterly, 51(2), 428-438.
30
Sadeghi, K. & Richards, J.C. (2015). Teaching spoken English in Iran’s private language schools: Issues and options. English Teaching: Practice & Critique, 14(2), 210-234.
31
Sadeghi, K. & Richards, J.C. (2016). The idea of English in Iran: An example from Urmia. Journal of Multilingual and Multicultural Development, 37(4), 419-434.
32
Safari, P. (2017). Proletarianization of English Language Teaching: Iranian EFL teachers and their alternative role as transformative intellectuals. Policy Futures in Education, 15(1), 74-99.
33
ORIGINAL_ARTICLE
The Efficacy of Jigsaw-Learning Model on Academic Performance of Polytechnic Students with Varied Learning Abilities in Kano, Nigeria
The Efficacy of jigsaw-learning model on students’ academic performance in chemistry at the polytechnic level in Nigeria has not been not been adequately investigated. This study therefore investigates such effect by comparing the academic performance of higher ability, average ability and low ability students exposed to the jigsaw-learning model and those exposed to the traditional method. Two groups of students were randomly selected for the study. One group was exposed to the Jigsaw-learning model of cooperative learning (experimental group) while the other group was exposed to the traditional method (Control group). Variable investigated was effect of the strategy on academic performance of high ability, average and low abilities students. The data generated was subjected to Scheffs’ test of multiple comparisons at p ≤0.05 level of significance. Result obtained revealed that: v The use of jigsaw-learning model can be in tertiary institutes v It has significant effect on the academic performance of students of all ability levels. v It can be used to improve the performance of low abilities students v It is a suitable method of teaching students of heterogeneous grouping. This paper therefore recommends that chemistry teachers in polytechnics and other tertiary institutes need to have a clear understanding of the abilities level of their students to enable them tailor their teaching to meet the students’ learning abilities and need of their students.
https://journal.cesir.ir/article_87727_f371214bfa9d3ddb79c326f5ac6a712a.pdf
2018-07-01
110
126
10.22034/ijce.2018.87727
Jigsaw-learning model
high abilities
average abilities and low abilities
traditional method
Ali
m.suleiman
ali.msuleiman@yahoo.com
1
Department of Sciences Laboratory Technology, Kano State Polytechnic
LEAD_AUTHOR
Bichi
s.s
2
Department of Sciences Education, Ahmadu Bello University, Zaria, Nigeria
AUTHOR
J.S
Mari
3
Department of Sciences Education, Ahmadu Bello University, Zaria, Nigeria
AUTHOR
M.A
Lakpini
4
Department of Sciences Education, Ahmadu Bello University, Zaria, Nigeria
AUTHOR
Abdullah, S., (2010), Effects of Jigsaw II Technique on Academic Performance and Attitudes to written Expression Course Journal of Educational Research and ` Reviews Vol. 5(12), pp.777-787, December 2010Available Online at: http://www.academicjournals.org/ERRISSN 1990-3839 ©2010 Academic Journals
1
Ahmad, S.S., (2013) Effects of Context-based Instruction Approach on Academic Achievement and Retention of Some Selected Chemistry Concepts Among Science Secondary School Students in Kano State Nigeria An Unpublished Ph.D. Thesis Ahmadu Bello University Zaria Nigeria
2
Amini, S. (2004). The Role of Self-efficiency, Self-Regulatory and Self Esteem in High School Students’ Academic Performance. Tarbiat Moallem Tehran: Iran. pp.23-36
3
Aronson, E. & Patnoe, S. (2000). The Jigsaw Classroom: Building Cooperation in the Classroom(2nd ed.). New York: Longman.
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Anthony A.E., (2002). The influence of sex ability level and attitude in mathematic in Enugu state Nigeria. Journal of Nigeria Education Research Association v (15)
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Anthony, A. D. (2009). The Effect of Simulation Games on Senior Secondary School Students’ Performance and Attitude towards Balancing of Chemical Equations. An MPHIL Dissertation presented to the Dept. of Science Education, Winneba Ghana.
6
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7
Baykara, K. (2000). Işbirliğine Dayalı ÖğrenmeTeknikleriveDenetimOdaklarıÜzerine bir Çalışma(A Study on Cooperative Learning Techniques and Locus of Control). Hacettepe University Faculty of Education Journal, 18, 201-210.
8
Bowen, C. W. (2000). A Quantitative Literature Review of Cooperative Learning Effects on High School and College Chemistry Performance. Journal of Chemical Education, 77(2), 116–119.
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17
Mari J. S. & Gumel S. A. (2015) Effects of Jigsaw Model of Cooperative Learning on Self-Efficacy and Performance in Chemistry among Concrete and Formal Reasoners in Colleges of Education in Nigeria International Journal of Information and Education Technology, Vol. 5, No. 3, March 2015
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Şahin, A. (2010). Effects of Jigsaw II Technique on Academic Performance and Attitudes to written Expression Course, Educational Research and Reviews, 5(12), 777-787
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Slavin, R.E. (2000). Educational Psychology Theory and Practice. Boston: Allyne & Bacon
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Slavin, R.E., E.A. Hurley and A.M. Chamberlain (2011), “Co-operative Learning in Schools”, in N.J. Smelser and B.B. Paul (eds.), International Encyclopedia of the Social and Behavioral Sciences, Oxford, England: Pergamon, pp. 2756-2761.
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25