In the elementary and secondary school mathematics curriculum in the United States, there is a growing argument for and trend towards the incorporation of cooperative learning as the principal method of instruction. Research on the use of cooperative learning with adult mathematics students is less extensive but does exist. This paper incorporates…

Discusses some initiatives that address problems of a fragmented curriculum and student isolation in large college classes through restructuring. These include peer-facilitated learning communities (such as emerging scholars programs), linked-class learning communities (e.g., linked writing courses), course-cluster learning communities, and…

Information and suggestions are provided on the use of team learning in large college classes. Introductory material discusses the negative cycle of student-teacher interaction that may be provoked by large classes, and the use of permanent, heterogeneous, six- or seven-member student learning groups as the central focus of class activity as a…

Describes a study which took place in a grade 9 classroom that consisted of five groups with 3-5 pupils in a group. Pupils were required to calculate the areas of a number of shapes on a geoboard. Concludes that a teacher working with pupils in small groups brings new challenges for mathematics teachers. (Contains 11 references.) (ASK)

The article describes how a teacher used cooperative learning groups to aid in the integration of a severely handicapped eight-year-old child into a regular first grade classrooms. The planning stage, the eight implementation steps, and evaluation results (increased interactions between the child and peers) are outlined. (DB)

Discusses some of the practical aspects of adult ESL classes including activities, structure, variety, carry-over, individualizing materials, and grouping. (EKN)

An economical strategy used to expand the curriculum at the Peterson (Minnesota) secondary school, a small rural facility, is described. The need for an enriched curriculum was identified on the basis of several shortcomings perceived in the existing school program: few electives, student stereotyping and cliques, and inadequate special needs…

Describes formal, intensive small group activities in large college classes, as well as initiatives to redesign courses around small-group learning. Strategies include "jigsaw," structured controversy, problem-based cooperative learning, and restructured lecture-recitation-laboratory activities. Notes basis of such strategies in constructivist…

Describes the team teaching program at Randolph Intermediate School, in Randolph, New Jersey. The program has been functioning successfully for the last six years. (Author/SJL)

The Collaborative Approach to Writing, which has turned reluctant writers into enthusiastic authors, involves the direct teaching of the mechanics of writing and provides students an opportunity to practice their skills as they work together to write a novel. Students work in groups to develop a plot outline, write, edit, and publish. (JDD)

A group intervention for academically high-risk students was developed for the University of Wisconsin-River Falls using a model for noncognitive and cognitive strategies. Eleven freshmen participated in the interactive, informal, supportive activities. Results indicate participation enhanced academic performances and study skills. (Author/MSE)

Development of a program integrating multiply disabled children into a self-contained preschool program serving deaf and hard of hearing children is described. Although the children were integrated within one curriculum, they were provided small group instruction based on their language skill levels. (DB)

Looping is a very simple concept, whereby a teacher moves with his or her students to the next grade level, rather than sending them another teacher at the end of the school year. Schools all over the country are finding that this simple idea is having a profound effect on their students. This handbook describes the many benefits of looping and…

Describes the school band program in Canberra, the capital of Australia. Compares the typical Australian school band program with programs in the United States. Concludes that U.S. music educators could learn from the Australian band program. (CFR)

This guidebook explains the concept of nongraded primary education and offers examples of successful programs. The first section describes the nongraded primary, which is characterized by developmentally appropriate curricula for primary age children, a heterogeneous community of learners as related to age and ability, support for continuous…