Provides a brief overview of the research on cooperative learning, and describes several classroom grouping techniques useful for all grade levels and subject areas. Discusses group retellings, associational dialogue, dyadic learning, needs grouping, the buddy system, cybernetic sessions, and research, interest, ability, tutorial, random social,…

This study analyzes the impact of school structure on the friendship networks of students in desegregated schools in Israel. It highlights the importance of school features, such as the homeclass, to the formation of relationships among seventh through ninth grade students. A review of research literature on this topic is presented in the areas of…

Maintains that ability-group tracking focuses on two issues: (1) whether tracking is more effective in promoting student learning; and (2) whether all students benefit from tracking to the same degree. Concludes that tracking, as currently practiced, tends to be both inequitable and, at least for some students, ineffective. (CFR)

Responds to Maureen Hallinan's review of research and recommendations regarding grouping students for instructional purposes. Contends that ability grouping is much more than an administrative practice. Concludes that the school's normative, social, and political climate should be the object of reform. (CFR)

Ability grouping can impact students' self-esteem and cause segregation. Suggestions for using ability grouping beneficially include reassessing grouping assignments frequently, varying instructional levels and pace, assigning groups based on demonstrated needs and abilities, grouping students for only one or two subjects, and using ability groups…

Maintains that elementary teachers acknowledge that the concept of a homogeneous classroom is a myth. Discusses key teacher behaviors for diverse classrooms. Presents a model lesson and extension activities designed to help students understand and appreciate cultural diversity. (CFR)