Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR…

Interviews with 21 general education elementary school teachers found they were generally positive about cooperative learning's efficacy for students with learning problems, while acknowledging that it worked better for some students than others. Major benefits were improved self-esteem, a safe learning environment, and better classroom success…

This 2-year qualitative case study examined factors influencing implementation and sustainability of collaborative problem-solving programs. One selected elementary school served as the focus site. Using a participant-observer field-based approach, data were collected via observations, interviews, mute evidence, and field notes. During Year 1 of…

Middle school students (n=86) with learning disabilities or emotional disturbance who participated in Cooperative Homework Teams achieved a higher rate of homework completion and higher percentage correct on homework than controls but did not perform better in mathematics achievement. Significant effects were found for grade level but not for type…

This study compared two approaches for teaching a history unit on the Civil Rights Movement (1954-1965) to middle school students with learning disabilities (LD) in general education settings. The curriculum was designed to make the content challenging, but accessible. The major text was the documentary, Eyes on the Prize (DeVinney, 1991).…

The article reviews the research on effects of cooperative learning on the academic achievement of students with handicaps. Findings of the 12 studies meeting the selection criteria were inconsistent. (Author/DB)

This response to an article by Karen Tateyama-Sniezek (EC 230 117), which examined the effectiveness of cooperative learning with mildly disabled students, reconsiders a table by adding more comparison statistics, effect sizes, and standard individual measures of achievement. Noted are the scarcity of studies including individual accountability…

Examination of effects of students with disabilities (N=614) on group cooperation in 3,731 grade-five groups that were completing group science projects found that most integrated groups functioned like groups with all general education students but that groups with students having behavioral disorders or mental impairments had less participation…

Initiation and continuation of preschool inclusion is a challenging task. Through interviews and focus groups of school district and special education personnel, researchers in this study examined how 5 programs in 1 Midwestern state provided such services. The investigation used a multiple-case study methodology to examine how these programs…

A multivocal synthesis involving 13 educators and researchers investigated effective instruction for English-language learners and found five specific instructional variables, including: building and using vocabulary as a curricula anchor, using visuals to reinforce concepts, implementing cooperative learning and peer-tutoring strategies, using…

Cooperative Integrated Reading and Composition was implemented with elementary school regular, remedial, and special education students as an approach for organizing reading and language arts instruction. Compared to a control school, the experimental school found significant effects on reading vocabulary, total reading, and language scores but…

Examined were the effects of Team-Assisted Individualization (TAI) on the academic, behavioral, and social skills of 18 emotionally disturbed adjudicated boys, aged 13-15. TAI increased the students' on-task and cooperative behaviors, increased the students' liking of their classmates, and was preferred by students when compared to working…

This survey found that middle and high school students (n=1,137) believe friendship with a student with a severe disability is more likely to occur if the student is included in the general education class, if cooperative learning is used, if information on disabilities is given, and if integrated social activities are arranged. (CR)