Eight students (ages 9-12) with mild mental retardation were instructed in sight-word reading in 2 small groups. Results showed that the time delay procedure was effective, that students learned other students' words through observation, and that students learned some incidental information. (Author/JDD)

The challenges facing language teachers with large classes are discussed from an Australian perspective, including absentee learners and field coverage. Some blackboard and student performance techniques are identified along with possibilities of group work and individual work. (Contains five references.) (LB)

Discussion of structural knowledge assessment for large groups focuses on the features of a "KNOT" computer program which uses a network similarity index (NETSIM) to compare novice and expert concept maps. Treatment in three high school physics classes investigated reliability as well as content, construct, concurrent, and predictive…

Describes and evaluates a peer-tutoring scheme to support the learning of mathematical models and mathematical modeling that was developed at the University of Ulster. The benefits of group work, assessment of student assignments, and limitations of the study are discussed. (Author/LRW)

In small groups, business students choose and demonstrate a decision-making technique appropriate for an organizational situation they develop. Performance is evaluated by peers on the basis of situation choice, demonstration of technique, and quality of the solution. (SK)

Describes the different roles and styles of instruction for the leader of a promotional group in physical activity. Principles of group dynamics are applied to facilitate permanent change in members' health-related physical activities. How the leader works is described, including transfer of responsibility to the members. (Author/EMK)

Describes the author's experiences incorporating cooperative learning strategies into a chemistry course. Includes information on organizing student working groups, preparing for and implementing cooperative activities, and helping students evaluate the effectiveness of their groups. (WRM)

Business students (n=60) wrote statements about group behavior, practiced behaviors in groups, and rated each other's small group skills. No differences were found among students who considered themselves group leaders, cooperating members, or shy members. (SK)

In an accounting class in which 25% of grades were derived from group work, students completed peer evaluations. Regression analyses revealed that accounting majors and students with higher grade point averages received higher peer evaluations. Higher group homework and class participation grades were associated with higher peer evaluations. (SK)

Investigates how communication predispositions promote or detract from individual students' motivation relative to their collaborative learning (CL) groups. Finds distinctive patterns of emergent motivation for students in each of the four optimal challenge categories for each of the CL learning modalities. Discusses instructional implications.…

Presents results obtained from using small groups and cooperative learning in the discussion sessions of large lecture classes in the mathematical sciences. Provides data indicating where this approach worked well and where additional changes were needed. (Author/ASK)

Outlines a longitudinal study of a Midwest urban high school to investigate the design of smaller learning communities within large school buildings. Explores the role of the physical environment in forming small learning communities. Examines how the school's physical environment contributes to sociability. Discusses the role that youth…

Describes three different teaching models that have used content-based instruction and group work successfully. Suggests that the teachers' skill in classroom management is the primary ingredient for success with group work in large classes. (Author/VWL)

Discusses how defining key terms in context helps students understand and retain concepts. Considers how implementing small-group discussion dramatically changed the classroom dynamics and involved more students in the discovery process. Finds that in small peer groups, students are more inclined to ask questions and help each other clarify their…

Investigates whether and how peer collaboration facilitated students' problem solving in physics. Finds that students' success was due to how they interacted and whether and how they invoked the relevant physics principles. (Author/CCM)