ABSTRACT
Cooperative learning (CL), in spite of extensive research and documented benefits, is not widely used in England. A review of the literature shows that it requires a staged and sustained approach to implementation, which has led to a gap between its potential and actual use. The case study cited here provides one example of bridging that gap through schools working together, with a community of facilitators, or experts, to provide support. As interest grows internationally into teachers cooperating in professional learning communities, this article argues that collaborative cultures provide the key to implementing and sustaining CL. In other words: teachers cooperating together also support pupils learning together.
