A discussion of teaching assistants (TAs) in the law school looks at the TA's cognitive and affective roles and effective ways to use TAs to reinforce usual forms of learning in the large class; introduce a broadened range of materials, skills, and learning methods; and transform the large class experience. (MSE)

Examined the thought processes of eight third graders who were learning mathematics in a small group, cooperative-learning model that paired two high-achieving and two low-achieving students. Although low achievers were active in the learning process, high achievers tended to dominate learning activities. (MDM)

Data from two British secondary schools using the process model in technology education show that (1) it is difficult to ensure that whole-group teaching is relevant to individual students; (2) the facilitator demand on the teacher is high; and (3) students must understand what they are expected to learn. (JOW)

Two dyads of students (ages 10-12) with moderate mental retardation were taught domestic and vocational chained tasks, with each student of each dyad being taught just a part of the task. Results indicated that constant time delay was effective, and all students learned a substantial amount of their partners' tasks through observation. (Author/JDD)

Describes the pros and cons of using small groups in the English classroom. Considers why some teachers succeed while others fail when trying to use small groups. Provides and illustrates four discussion-leading techniques which facilitate small group interaction. (HB)

Describes the way four teachers utilize and foster small group discussion in the English classroom. Provides numerous experiences that practicing English teachers have encountered in using small groups. Gives specific classroom techniques and advice for small group discussion administration. (HB)

Shows how the "Kid Pix" software and a single multimedia computer can aid classroom instruction for kindergarten through second grade. Topics include using the computer as a learning center for small groups of students; making a "Kid Pix" slide show; using it as an electronic chalkboard; and creating curriculum-related…

Investigates the effects of implementing individual and small-group learning structures with a computer simulation in college accounting. Results indicate students working alone expressed significantly more continuing motivation for their learning structure than did partnered students; students using extensive small-group structure exhibited…

Faculty development in the pedagogy of service-learning is essential to the knowledgeable and sustained implementation of combined community service and academic study. A semester-long faculty-development seminar at Eastern Michigan University using small group interaction is described. The program achieved both cognitive and affective gains and a…

A study explored leadership behavior of 58 gifted elementary learners working in small groups. Using videotape analysis and a model of transformational leadership, the study diagnosed leadership needs of gifted learners and created successful instructional interventions to enable students to transfer skills developed in a teacher-directed lesson…

Examined the practices and experiences of three elementary-level physical education teachers as they attempted to provide quality learning experiences to large classes of students. Data from lesson observations and interviews indicated that while the teachers provided high quality instruction, they were working under considerable hardship and had…

Describes a simulation exercise designed to illustrate the influence of founder effects, genetic drift, and gene flow. Also presents strategies for using cooperative learning in large lecture settings. (WRM)

Defines the concept of large classes with particular reference to the teaching of English for specific purposes at the University of Agriculture, Abeokuta, in Nigeria. Examines the problems of large classes faced by language teachers in the university and adoption of the team-teaching approach as a means of overcoming their problems. (Author/VWL)

Identifies resources for information about small-group learning and learning communities within large classes at the college level. These include institutional and grass roots initiatives, print and Web sites on theory and rationale for small-group learning, general resources on cooperative and small- group learning, general resources on large…

Chronicles and reflects on an attempt to implement the Reggio Emilia project approach in an all-day Head Start program. Uses the example of one child, "Jimmy," to discuss how the addition of small group time and project work to the program's curriculum taught children the value of relationships and collaboration. (EV)