This study compared the effectiveness and efficiency of using a small-group massed-trial instructional format to an individually administered distributed-trial format, both using the constant time delay procedure, in teaching eight preschool children (including three with developmental disabilities) to name pictures. Although all subjects acquired…

Discusses the passive role that students often take in large classes and argues for teaching methods such as cooperative learning that place students in a more active learning environment. Examines the advantages and potential drawbacks of cooperative learning for large classes and provides suggestions on preparing for group work. (DDR)

Homeroom "power" (the capability to affect students' feelings, attitudes, or behaviors) varies by meeting frequency and length, amount of student turnover, faculty members' length of assignment with one group of students, and number of allotted tasks. Homerooms can be revived to promote a communitarian spirit and serve students' need for…

Examines differences in achievement between preservice teachers who learned word recognition content and pedagogy in expert-jigsaw groups and those who learned in a traditionally taught reading methods course. Finds that both groups learned; however, the jigsaw groups' essay posttest indicated significantly different achievement results. Suggests…

Elicits end-of-term written evaluations of debate-like activities in a 70-student class on rhetorical traditions. Indicates that, while a few students expressed discomfort with the competitiveness of the activities, most were laudatory. Shows the value of debate-across-the-curriculum for promoting small group communication and for fostering…

The current status of research and development on cooperative learning in mathematics is discussed in an interview with Neil Davidson. The focus is on significant achievement differences favoring small group procedures. Key issues discussed are cooperative learning and problem-solving skills, and students' need for some kind of reward. (JD)

Proposes 13 trends that educational software development should follow. Four main areas are considered: (1) the computing environment, including hardware and networking; (2) software design, including learner control and hypermedia; (3) the user, or learner, including group activities; and (4) the software development process, including…

Summarizes research on disjunctive versus conjunctive, and multistage versus single-stage problem solving in a classroom setting. Concludes that students working in groups are less likely to drop out of class, give higher subjective motivation to learn ratings, perform better on tests, know more classmates, and score higher on Raven's Progressive…

A study of the effectiveness of Behavioral Relaxation Training, a simple relaxation technique not requiring awareness of internal states of tension, for individuals with moderate to severe mental retardation found the approach more effective than Abbreviated Progressive Relaxation for both individuals and groups. (MSE)

Using transcripts of children's talk, this paper examines the validity of claims that children provided with opportunities to work cooperatively and collaboratively in small groups will use talk to help them make meaning and enhance their cognitive understanding. The claims are substantiated. (Contains 32 references.) (Author/LB)

Describes a study of tutors' experiences with small groups, offering findings from interviews with 37 tutors from 3 colleges as they relate to existing group dynamics research. Discusses tutor and tutee roles, group cohesion, identification of students' needs, development of a workable plan and timeline, jumpstarting, and floor management. Details…

Outlines three cooperative learning structures which can be used to help students develop positive environmental values. Presents strategies which might be used to assess the development of those values. (LZ)

Explains pros and cons of whole-group instruction and ability grouping, based on research evidence. Whole-group instruction is convenient for teaching the same skills or subject to a class, making assignments, administering tests, setting group expectations, and making announcements. Critics contend that whole-group instruction fails to meet…

Two interventions derived from expectation states theory that were intended to counteract stratification in classrooms through academically heterogeneous small groups were tested in 13 elementary school classrooms. Supported the hypotheses that use of status treatments would be associated with higher rates of participation of low-status students.…

Evaluates an approach that supplemented existing Reading Recovery programs with small-group, early literacy instruction in 28 Arkansas public schools. The program enabled many children to receive timely support. When space became available in Reading Recovery, these children made accelerated progress and were discontinued earlier than children who…