Annotated List of Scholars

Robyn Gillies (Professor, School of Education, University of Queensland)

Primary research interests: learning sciences, classroom discourse, small group processes,
classroom instruction and student behavior particularly centered on primary and secondary
schools and their integration of STEM education initiatives
1

Relevance to cooperative learning: Because of her emphasis on promoting effort to better explain
phenomena (i.e., science-based) and evaluate ones findings, Gillies has spent a significant amount
of time focusing on (a) teachers integration of inquiry-based learning; and (b) environments that
enable critical thinking and the ability to engage critically and constructively with others ideas
both of which are critical aspects of understanding the efficacy of different learning environments
(cooperative and otherwise).
Source: http://researchers.uq.edu.au/researcher/267
Catherine Mulryan-Kyne (Lecturer in Curriculum Studies and Teaching Studies; St. Patricks
College, Drumcondra, Dublin City University)
Primary research interests: examining what constitutes effective teaching practices in combinedgrade primary classrooms in a range of settings and context, including the use of cooperative and
collaborative learning to implement the Revised Primary School Curriculum

2
Relevance to cooperative learning: By focusing on a wide array of perceptions (from teachers and
students perspectives) that can be manifested when learning within different contexts (e.g., small
groups, work-groups), Mulryan is in a great position to discuss the variety of ways that students of
varying abilities can become demotivated or noninvolved in group activities which can be a
significant obstacle to benefiting from cooperative settings.
Source: http://www.spd.dcu.ie/site/education/staff_details/mulryan_kyne_catherine.shtml
Robert Slavin (Professor and Director of the Center for Research and Reform in Education,
Johns Hopkins University)
Primary research interests: evidence-based education, cooperative learning, (and) comprehensive
school reform which encompasses features tied to ability grouping, desegregation, mainstreaming
and organization on both classroom and school levels
3

Relevance to cooperative learning: Displaying knowledge about moving from theory to practice and
examining potentially promising educational programs on an empirical level, Slavin (often alongside
Professor Robert Stevens, currently at Penn State University) emerges as a reliable figure to discuss
the potential veracity of cooperative learning not only in a singular study with a specific academic
subject, but also when multiple subjects, schoolwide implementation and integration of academically
handicapped and nonhandicapped students are taken into account (all of which can affect the impact
of such small groups).
Source: http://education.jhu.edu/faculty/SOE_Faculty/robert-slavin

Cary Roseth (Professor, Department of CEPSE, Michigan State University)

Primary research interests: social development, peer relations and social contextual influences on
classroom achievement in terms of both academic and non-academic outcomes, and the way that
the presence of others can shape actions and motivations

Relevance to cooperative learning: By examining the classroom environment with a more sociocultural framework in mind, Roseth serve as a resource for better understanding why certain types of
contexts and accompanying goal structures might shape student interactions and learning outcomes
which is ideal for comparing cooperative goal structures with more individualistic or competitive
ones.
Sources: http://croseth.educ.msu.edu/, http://education.msu.edu/search/formview.aspx?
email=croseth@msu.edu
David Johnson (Emeritus Professor, Department of Educational Psychology, University of
Minnesota) and Roger Johnson (Emeritus Professor, Department of Curriculum & Instruction,
University of Minnesota)
Primary research interests: cooperative, competitive and individualistic efforts, alongside aspects
like conflict resolution and the social psychology of groups all in an often-collaborative effort to
examine different potential innovations in the field of education
5

Relevance to cooperative learning: Serving as two of the most significant pioneers with cooperative
learning, the Johnsons refined social interdependence theory by examining and validating the five
basic elements of effective teams namely, positive interdependence, individual accountability,
face-to-face promotive interaction, social skills and group processing. Virtually every other study on
cooperative study, at least in part, relied on the terminology and principles set forth by this pair of
researchers; and thus any examination of cooperative learning would be incomplete without knowing
these scholars.
Sources: http://www.cehd.umn.edu/EdPsych/people/Faculty/Johnson.html,
http://news.cehd.umn.edu/david-johnson-roger-johnson-honored-with-lifetime-achievement-awards/,
http://www.context.org/iclib/ic18/johnson/
Spencer Kagan (Founder and Co-Director, Kagan Publishing and Professional Development;
former Professor, UC Riverside Paychology Department and School of Education)
Primary research interests: cooperative learning, multiple intelligences, classroom discipline and
classroom energizers with a focus on building more effective learning environments for students in
classroom settings

Relevance to cooperative learning: Beyond further refining the tenets of cooperative classroom
settings (often in contrast to more competitive ones), Kagan takes the time to discuss (a) the
importance of different types of cooperative learning protocols for different types of learning
outcomes (e.g., better brainstorming, improved listening skills); and (b) outline some of the specific
systems that teachers can implement to promote cooperative behaviors. This pragmatic approach,
also appearing in his companys efforts (via summer academies, graduate courses, etc.) to train
teachers in effectively promoting this type of learning, offers a hands-on dimension to go along with
the Johnsons theoretical principles.
Sources: http://spencerkagan.weebly.com/,
http://www.kaganonline.com/workshops/trainers/SK_Vita_2012.pdf