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Team Assisted Individualization: Cooperative Learning and Individualized Instruction in the Mainstreamed Classroom.
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Slavin, Robert E. – Remedial and Special Education (RASE), 1984
The paper summarizes two studies on Team Assisted Instruction (TAI), combining cooperative learning and individualized instruction to accommodate the social and academic needs of mainstreamed academically handicapped students and their nonhandicapped classmates. TAI improved social and academic behavior, and in one study, increased mathematics…
Descriptors: Cooperation, Disabilities, Elementary Education, Individualized Instruction
Effects of Cooperative Learning and Individualized Instruction on Mainstreamed Students.
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Slavin, Robert E.; And Others – Exceptional Children, 1984
The study examined effects on 117 mainstreamed academically handicapped students (grades 3-5) of an instructional method, Team Assisted Individualization (TAI), that combined cooperative learning with individualized instruction in mathematics. TAI and individualized instruction both had positive effects on social acceptance, attitudes toward math,…
Descriptors: Cooperation, Elementary Education, Individualized Instruction, Mainstreaming
Effects of Cooperative Learning and Individualized Instruction on the Social Acceptance, Achievement, and Behavior of Mainstreamed Students. Report No. 327.
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Slavin, Robert E.; And Others – 1982
The study, involving 119 academically handicapped third, fourth, and fifth graders, examined the effects of an instructional method (Team-Assisted Individualization) that combines cooperative learning with individualized learning in mathematics. Previous studies have found that the use of cooperative learning instructional processes can improve…
Descriptors: Cooperation, Elementary Education, Individualized Instruction, Learning Disabilities
Comprehensive Cooperative Learning Models for Heterogeneous Classrooms.
Slavin, Robert E. – Pointer, 1989
This paper describes comprehensive cooperative learning approaches for elementary-school reading, writing, and mathematics. Team-Assisted Individualization (TAI) and Cooperative Integrated Reading and Composition (CIRC) are used to implement principles of cooperative learning throughout schools, among teachers and administrators as well as…
Descriptors: Cooperative Learning, Disabilities, Elementary Education, Individualized Instruction
Effects of Team Assisted Individualization on the Mathematics Achievement of Academically Handicapped and Nonhandicapped Students.
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Slavin, Robert E.; And Others – Journal of Educational Psychology, 1984
Team Assisted Individualization (TAI), a mathematics program combining individualized instruction, cooperative learning teams, and direct instruction, was compared to control methods in a 24-week experiment in 59 third- through fifth-grade classrooms. Significantly positive effects were found for both disabled and nondisabled students. (Author/BS)
Descriptors: Achievement Gains, Aptitude Treatment Interaction, Classroom Research, Elementary Education
Ability Grouping, Cooperative Learning and the Gifted. Point-Counterpoint--Cooperative Learning.
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Slavin, Robert E. – Journal for the Education of the Gifted, 1990
The article and response to a critique (EC 232 395) discuss how cooperative learning (emphasizing group goals and individual accountability), the limited use of acceleration by extremely able learners, and differentiation within classes can reduce tracking and separate enrichment programs while meeting the needs of gifted students in the regular…
Descriptors: Academically Gifted, Acceleration (Education), Cooperative Learning, Elementary Secondary Education