Influences on developing collaborative learning practices in schools: three cases in three different countries

Abstract

This paper explores influences on the development of collaborative : learning practices in schools. Evidence from three cases in three countries is detailed and analysed, using a theoretical framevvork concerned with school curricula - aims and intended learning outcomes; syllabus, learning and teaching methods; and assessment. In each of the three cases (England, Germany, and Lithuania), a review of national statutory requirements and non-statutory guideitnes is supported by evidence from teacher practice (in-depth case studies), which are then vievved through a comparative case study method approach.