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Hoy, A. W., & Tschannen-Moran, M. (1999). Implications of cognitive approaches to peer learning for teacher education. In A. M. O’Donnell, & A. King (Eds.), The Rutgers Invitational Symposium on Education Series: Cognitive perspectives on peer learning (pp. 257-284). Mahwah, NJ: Lawrence Erlbaum Associates.

has been cited by the following article:

• TITLE: Training of Non-University Level Teachers in Cooperative Learning Methods

  AUTHORS: Rosa María Pons, Yael Sharan, José Manuel Serrano, Clotilde Lomeli, Céline Buchs

  KEYWORDS: Cooperative Learning; Training Teacher; Non-University Educational System

  JOURNAL NAME: Psychology, Vol.4 No.3A, March 28, 2013

  ABSTRACT: This article proposes a teacher training program in Cooperative Learning Methods (CLM). The analysis of the effects of the program on the development of CLM instructional designs is based on an eight category system which supports the development of instructional design that organizes the classroom from a cooperative perspective. This study also proves the existing differences among professionals teaching at different levels of the non-university education levels. The results demonstrate the efficacy of the training process of teachers who work in non-university educational system and its effect on their practice.