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Wando Mount Pleasant Library
9 a.m. - 5 p.m.
Phone: (843) 805-6888
Main Library
9 a.m. - 5 p.m.
Phone: (843) 805-6930
McClellanville Library
9 a.m. – 1 p.m.
Phone: (843) 887-3699
Folly Beach Library
9 a.m. - 2 p.m.
Phone: (843) 588-2001
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. – 1 p.m.
Phone: (843) 869-2355
West Ashley Library
9 a.m. - 5 p.m.
Phone: (843) 766-6635
John L. Dart Library
9 a.m. - 5 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 5 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 5 p.m.
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Dorchester Road Library
9 a.m. - 5 p.m.
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Edgar Allan Poe/Sullivan's Island Library
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John's Island Library
9 a.m. - 5 p.m.
Phone: (843) 559-1945
Otranto Road Library
9 a.m. - 5 p.m.
Phone: (843) 572-4094
Hurd/St. Andrews Library
9 a.m. - 5 p.m.
Phone: (843) 766-2546
Baxter-Patrick James Island
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Phone: (843) 795-6679
Bees Ferry West Ashley Library
9 a.m. - 5 p.m.
Phone: (843) 805-6892
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
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Phone: (843) 744-2489
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Phone: (843) 805-6909
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Fostering Inclusive Collaboration: Strategies to Disrupt Inequities in Student Groupwork.
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- Author(s): Monteiro, Anna Karina (AUTHOR); Cheyne, Michele (AUTHOR); Kline, Lauren (AUTHOR)
- Source:
Science Teacher. May/Jun2024, Vol. 91 Issue 3, p68-75. 8p. - Source:
- Additional Information
- Subject Terms:
- Abstract: This article examines challenges and strategies in supporting student groupwork, emphasizing the impact of collaborative dynamics on learning and participation. Addressing uneven participation and unintentional exclusion, it explores nuanced aspects of perceived student status, revealing its role in perpetuating disparities. Understanding the complexities of collaborative learning is vital for educators implementing strategies to support effectiveness. The article highlights strategies of managing group dynamics and the need to address challenges aligned with educational standards like NGSS science and engineering practices. To disrupt status perceptions, we advocate for randomized grouping and a reevaluation of roles through randomization. Actionable norms are proposed to encourage collaboration, while the multiple abilities treatment urges a broader view of how to define "smart". The concept of "groupworthy" tasks stresses inclusive, intellectually challenging curriculum. The paper concludes that recognizing and addressing perceived status empowers teachers to make practical changes, fostering an inclusive learning environment. The strategies presented are flexible tools for educators to incrementally impact student status and collaboration. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Science Teacher is the property of National Science Teachers Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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