Learning cooperation management scale in classroom

Abstract

The aim of this research was to validate the management of cooperative learning scale in a sample size of teachers from Primary and Secondary schools in Spain. The sample was composed of 376 teachers belonged to Childhood (n=136), Primary (n=159) and Secondary (n=71) schools, both male (n=110) and female (n=266), from public (n=269), state (n=106) and private (n=1) schools from the Region of Extremadura. Results showed that the instrument had an adequate factorial validity and internal consistency, revealing a structure of 3 factors: Design, Follow-Up and Evaluation. Finally, this work gives empiric evidences that the management of cooperative learning scale is valid and reliable to examine these behaviors in Spanish teachers.