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…

Six classes enrolling academically handicapped and normal-progress elementary students were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance, academic achievement, and self-esteem. (Author/CL)

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,…

This guide describes five types of student team cooperative learning activities: (1) Student Teams-Achievement Divisions; (2) Teams-Games-Tournament; (3) Jigsaw; (4) Team Accelerated Instruction; and (5) Cooperative Integrated Reading and Composition. In Part 1, each technique is described in detail. A review of research finds positive outcomes in…

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…

Two experiments were conducted to investigate the use in mainstreamed classes of team assisted individualization (TAI), in which students work on individualized units in heterogeneous, cooperative learning groups. Team reward systems are incorporated into the small group instruction format. The effects of the TAI approach on the achievement,…

Research overwhelmingly supports the usefulness of cooperative learning for improving the social outcomes of schooling, such as intergroup relations, attitudes toward mainstreamed students, and general positive relations between students. (Author)

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…

Research is reviewed concerning the cooperative learning methods most widely researched in studies comparing cooperative and traditional methods. Several cooperative learning methods are described. Outcomes reviewed include academic achievement, intergroup relations, mainstreaming, and self-esteem. (TJH)

This book is about a set of alternatives to the traditional instructional system: cooperative learning methods. These are techniques that use cooperative task structures, in which students spend much of their class time working in 4-6 member heterogeneous groups. These learning methods also use cooperative incentive structures, in which students…

Several Maryland schools are experimenting with Roots and Wings, a collaborative project of Saint Mary's County Schools, the state education department, and Johns Hopkins University. Funded by the New American Schools Development Corporation, the pilot project's goals are to guarantee every child's successful completion of elementary school and to…

Research contrasting special class placement, partial mainstreaming, and complete mainstreaming of students with mild academic handicaps is critically reviewed. Also reviewed is recent research on programs designed to improve the outcomes of mainstreaming, particularly programs directed at diminishing the rejection of students with mild academic…

"Success for All" is described as a program in which instructional services are relentlessly applied until all children with disabilities succeed. The program's goal is to prevent learning deficits from developing in the first place and to intervene early and intensively when they do occur. Costs of the program are briefly discussed.…

The paper reviews research on the effects of placement in full-time special education classes, part-time regular classes with resource support, and full-time regular classes on mildly handicapped students. Also examined are programs designed to improve achievement, social-emotional adjustment, and social acceptance of the academically handicapped…

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)