000			03036cam a2200373 i 4500
999			_c16717 _d16717
001			21891247
005			20220311133933.0
008			210203s2021 cau b 001 0 eng
010			_a 2020054400
020			_a9781544383446
020			_z9781544383453
020			_z9781544383460
020			_z9781544383477
040			_aDLC _beng _cDLC _erda _dDLC
042			_apcc
050	0	0	_aLB1025.3 _b.H3797 2021
082	0	0	_aDC 371.102 _22021 _bC685
245	1	0	_aCollective student efficacy : _bdeveloping independent and inter-dependent learners / _cJohn Hattie, Douglas Fisher, Nancy Frey and Shirley Clarke.
260			_aLondon : _bCorwin , _c©2021.
300			_a162 pages ; _c23 cm.
490	0		_aCorwin teaching essentials; _vvol 1
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction: Why collective efficacy? -- The value of the collective -- Why focus on collective student efficacy -- Developing the "I" skills -- Developing the "we" skills -- The learning design of the lesson -- Learning intentions and success criteria for collective student efficacy -- Learning in pairs and groups -- Assessment of collective student efficacy -- The possibility of collective student efficacy.
520			_a"In 2016 John Hattie's number one effect size from 200 influences on learning was revealed as collective teacher efficacy: teachers with the belief that they can improve their students' achievement. This book is based on our thoughts that this powerful belief could also exist between students, enhancing their achievements but also preparing them for real world encounters and job demands. Not just skills of collaboration but, essentially, the confidence to know that they can pursue ambitious goals together. The main barrier we face is the lack of research, apart from one study, about collective student efficacy. We see this book as a platform for setting the scene for research to be carried out, by establishing what appear to be the main factors influencing students' collective belief in their ability to succeed, either as a pair, group, team or individually. Another issue, perhaps the reason for the lack of research, is the difficulty involved in deciding whether students actually have the belief that they can collectively succeed or whether they are simply carrying out the teacher's wishes for the task in hand. In asking teachers to experiment with this topic, we have emphasized the need to find ways of determining how far this belief exists, and how this manifests itself"--
650		0	_aEffective teaching. _944687
650		0	_aLearning, Psychology of. _944688
650		0	_aAcademic achievement. _944689
700	1		_aFisher, Douglas, _d1965- _eauthor. _944690
700	1		_aFrey, Nancy, _d1959- _eauthor. _944691
700	1		_aClarke, Shirley, _eauthor. _944692
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cDC