In successfully establishing and having students complete group tasks within a cooperative learning framework, 14 essential elements must be present. The elements necessary for cooperative learning are: (1) a clear set of specific student learning outcome objectives; (2) all students in the group accept the targeted outcome; (3) clear and complete…

Investigated why, contrary to expectations, group performance in a written test of problem solving was not better than individual performance. Examined protocols of students solving problems in groups and concluded that in much of the group discussion, students passed over right ideas in favor of simpler, but erroneous, ideas. (14 references) (MDH)

Examination of effects on 27 secondary students' Spanish vocabulary quiz performance of 2 variables (group versus individual study and group versus individual contingencies) found that, overall, group study was superior to individual study and, within the group study condition, group contingencies were superior to individual contingencies.…

Presents a naturalistic study involving 112 Hong Kong Chinese college psychology students who worked in small groups. Reveals the perceived fairness of all group members receiving the same grade related positively to group cohesiveness. Also shows students' endorsement of receiving same grade depends on low contributors' personality, previous…

This study investigated the effects of grouping patterns in a cooperative learning environment on the mathematics achievement of two high school geometry classes. Heterogeneous, homogenous, random, mixed gender and single gender grouping patterns were coordinated with six similar geometry topics and students were grouped accordingly for a period…

Provides a series of guidelines for overcoming resistance and problems with cooperative projects in an introductory sociology course. These include coordinating common interests and common free time between team members, requiring allocation of various roles (presider, scribe, coordinator), and ongoing monitoring of the research teams. (MJP)

Maintains that cooperative learning produces higher achievement, more positive relationships among students, and healthier psychological adjustment than do competitive or individualistic experiences. Describes a cooperative learning core module complete with course content and assessment strategies. Discusses advantages, disadvantages, and student…

Reviews studies and journal articles to collect suggestions for increasing individual student involvement in small-group activities. Briefly addresses the lack of student productivity during these activities. Includes a descriptive table of all articles appearing in "Teaching of Psychology" between 1974 and 1995. (MJP)

Investigates the influence of the teacher's presence/absence on primary children's group work in a World Studies class. Discovered that, although children generally remain on task, the teacher's presence resulted in improved quality and consistency. Includes tables of statistical and observational data, as well as excerpts from the students'…

Examines the results of 258 undergraduates rating of each others' self-acceptance and acceptance of others. The students had previously participated in 32 small, interpersonal learning groups. They rated each other on subscale items including dominant/submissive, expressive/guarded, and active/passive. Discusses the general trends and differences…

This document contains the following papers on practical applications of research on adult and continuing education: "Elderly Criminal Behavior: Linking Research to Practice," by Donald J. Bachand and Carl I. Brahce; "Father? Teacher? Friend? Instructor-Student Relationships in a Refugee Class," by Gary J. Bekker; "The Small Group: Understanding…