Understanding how students develop learning opportunities through peer-to-peer interaction is vital for advancing research and practice on collaborative learning environments. This study investigated the discourse practices middle grade students utilized to resolve conflict in ways that promoted or inhibited learning opportunities. Seventy-seven…

This study investigated the dynamics of complex interactions within inquiry-based (IB) discussions by visualizing patterns using social network analysis. Researchers explored network measures when learners participated in inquiry-based discussions with Practical Inquiry Model (PIM) and non-PIM questions while playing the weekly moderator's role.…

As with all learners, English learners (ELs) require more than basic reading and writing skills to successfully engage with rigorous academic content, progress through school, and be fully prepared for postsecondary education and careers. ELs must be able to access grade-level content while simultaneously developing proficiency and autonomy in…

Children learn more about themselves when they explore the special joys and responsibilities of friendship. Activities that encourage students to think about what it is to be or to have a friend are suggested. (DF)

Many educators are discovering that cooperative learning is not only effective in raising student achievement but also helps to break down racial barriers and promotes tolerance among students from different backgrounds. (IAH)

Discusses the advantages of utilizing cooperative instructional games in teaching young children social skills and productive ways of interaction. (CM)

The article discusses skills necessary for the development of friendships by the retarded and others including a positive interaction style, sharing and providing support, and conflict resolution. A coaching procedure is presented as a possible means to foster the acquisition and maintenance of friendship skills. (Author/DB)

Three approaches to encouraging interactions between severely handicapped and nonhandicapped students in integrated classrooms are cited: designing and organizing the classroom, training socialization skills to the severely retarded, and training nonhandicapped students to interact with severely retarded students. Research on each is reviewed.…

The rationale for preschool mainstreaming and observations of an integrated classroom are presented. Eight effects of integration are listed, including that special teaching is required to facilitate cross peer interaction and that children seem to prefer to play with children on a similar developmental level. (PHR)

Reports on over 600 research studies which compare learning in cooperative, competitive, and individualistic goal structures have been collected at the Cooperative Learning Center at the University of Minnesota. From these studies it has been concluded that having students work together is much more powerful than having students work alone,…

Intended for both regular and special educators, the book outlines ways to promote integration between students with severe handicaps and their peers. The first of five sections includes an overview about students with severe handicaps as well as background information on the integration of severely handicapped students. Three chapters in section…

Describes a collaborative exercise based on the interview that provides practice in four areas: approaching writing as a process, group collaboration, writing for an audience not limited to the teachers, and publication. (HTH)

Stresses the value of early peer interaction among young children for future academic, social, and career development, describing the components of social skills and suggesting ways to help children become socially competent. (KS)

Described is an activity designed to maintain a good working environment during the difficult last week and first week of school. It is a letter-writing unit that has graduating eighth graders recall their feelings about junior high school for the fall's incoming seventh graders. (KC)

Activities for fostering relationships between handicapped and nonhandicapped children in the mainstreamed classroom are presented. Suggested are such activities as simulation by nonhandicapped students of what it is like to have a handicap and role playing to help children understand the feelings of others. (PHR)