Two aspects of teacher education for cooperative learning are the content taught and the processes used to teach the content. Of the two, the processes used may have the most powerful influences on the desired outcomes. One important theory related to the processes of learning is social interdependence theory. It posits that there are three ways…

Modern cooperative learning began in the mid- 1960s (D. W. Johnson & R. Johnson, 1999a). Its use, however, was resisted by advocates of social Darwinism (who believed that students must be taught to survive in a "dog-eat-dog" world) and individualism (who believed in the myth of the "rugged individualist"). Despite the resistance, cooperative…

People do not know instinctively how to interact effectively with others. For cooperation to succeed, students must get to know and trust one another, communicate accurately and unambiguously, accept and support one another, and resolve conflicts constructively. A seven-step recommended procedure is outlined. Includes nine references. (MLH)

There is a rich theoretical base for cooperative learning. Three interrelated types have been developed (formal, informal, cooperative base groups) that provide a framework for effective college teaching. However, too much emphasis is placed on developing the skills of individuals and too little on creating learning communities within which…

Meta-analyses indicated that cooperation is more effective than interpersonal and individual efforts in promoting achievement and productivity, that cooperation in intergroup competition is superior to interpersonal and individual efforts in promoting achievement and productivity, and that interpersonal competition and individual efforts do not…

A sample of undergraduate students and members of a social action project did not differ on the Berkowitz and Daniels social responsibility scale. Participation in prosocial action is related to perceived reference group norms and to perceived exposure to prosocial action models both within and outside the family." (Author/DB)

Intergroup cooperation and competition were compared to determine if they promoted systematic differences in interaction between majority and minority students. Results indicated that the intergroup cooperation condition produced increased numbers of cross-ethnic relationships. (Author/DF)

The central purpose of mainstreaming is to integrate handicapped students with nonhandicapped peers. It is the teacher's responsibility to foster positive and constructive interactions between handicapped students and their peers. Three ways of organizing constructive peer interaction are: (1) cooperation; (2) competition; and (3) an…

One of the basic purposes of counseling is to help clients achieve some kind of behavioral and cognitive change that increases their competence in managing interpersonal relationships. The advantages and procedures for increasing clients' interpersonal skills within the context of a counseling group are discussed in this article. (Author)

Focuses on techniques of improving interaction within groups of children engaged in a classroom science activity. The role of the teacher is discussed as well as the positive outcomes of successful cooperation between children. (SA)

This book is designed to provide the theory and experiences necessary to develop effective interpersonal skills. Each chapter begins with an introduction and explanation of the concepts discussed. Discussion questions and a short exercise to diagnose the student's present skill level of the concept follow. Exercises designed to increase skill…

Peace education is a key for establishing a consensual peace and maintaining it over time. There are 5 essential elements in building a lasting peace through education. First, a public education system must be established that has compulsory attendance for all children and youth, integrated so students from previously conflicting groups interact…

Discusses the necessity of student-student interactions for enhancing achievement, socialization, and healthy psychological development. Presents evidence concerning the constructive impact of the appropriate use of cooperative, competitive, and individualistic goal structures and the power of effectively managed controversy within the classroom.…

To be successful, inservice programs need to utilize cooperative learning activities and create collaborative support groups to assist implementation efforts after the inservice program has ended. Placing teachers in small, cooperative groups to discuss the material being presented in the inservice program provide the structure and mechanisms for…