Underprepared college freshmen (212 in control group; 178 in experimental group) were monitored through 1 year of college mathematics in a study that showed cooperative learning and problem solving had a significant effect on mathematical success. An appendix contains sample problems. (MKR)

Sees collaborative inquiry as what curriculum should be all about. Describes a curricular model in which disciplines become research devices that students constantly use rather than areas to be mastered. Identifies and discusses the five key processes that language plays in learning: voice, connection, perspective through transmediation, tension,…

Recommends team assignments as an effective technique for business courses. Addresses peer evaluation and dealing with students who evade responsibility through a formal method of disassociating them from the team. (SK)

Provides discussion and critical analysis of collaborative practices in learning, teaching, and research. Considers critiques of collaborative practices. Describes a "pedagogy of disclosure" that is needed to fulfill collaborative work experiences. Sketches four collaborative scenes that succeeded in evincing such disclosure among learners. (HB)

Analyzes video recordings of classroom discourse in a cooperative learning program by using sociolinguistic methods to discover the actual content of a classroom dialog and how the participants infer the meaning of what is said. Concludes that, when children are left alone, they will involve themselves in the curriculum but frame it in perspective…

Describes ways laptop computers are used in two high school Advanced Placement History classes. Discusses notetaking on laptops, small group assignments via modem, cooperative-learning groups, and laptops as a research tool. (SR)

The long-term promise of cooperative learning may quickly dissolve unless there is careful examination of issues related to successful practices. The article defines a context for cooperative learning and links its current popularity to middle school theory and philosophy, young adolescent characteristics, research claims, and simple application.…

Traces the history and influence of study circles, describes the opportunities for personal growth provided by this format and the learning behaviors exhibited by participants, and examines how study circles are conducted and how their techniques engage participants. (JOW)

Offers a group exercise for teaching students how to achieve consensus concerning rank order. Explains that students are assigned to rank the incidence of animals biting their own species in New York City. Reports that the teacher chooses a group member to explain the group's ranking. Identifies evaluation methods for the exercise. (SG)

Describes an imaginary future classroom in which students are engaged in cooperative group writing on a computer network. (SR)

Considers theory, research, and techniques associated with whole-language and skill-based approaches to reading (including issues related to teaching phonics and reading comprehension) to see how remedial children can best be served. Examines ways group activities and cooperative learning can support remedial children. (SR)

Presents a cooperative learning activity for history or art classes in which students use knowledge rather than money to bid for important works of art. (SR)

By revisiting a framework for successful cooperative learning, secondary teachers can ensure that their cooperative learning activities produce solid learning and satisfying results. Article answers common questions teachers have concerning logistics, their new facilitative and valuative roles, and strategies for choosing groups, ensuring all…

Examines factors that influence the change process and qualities of learning that contribute to transformation on college campuses. Focuses on how learning communities can create and sustain change, change how participants see the world, and change the understanding of relationships and making of commitments. Sees learning as comprised of…

Investigates the substance and conditions of collaborative learning in a specific drama course, using a case study approach to trace the individual experiences of six high school classmates. Suggests that collaborative creativity can only be conceptualized in fluid action. Describes factors related to students' specific working environment. (SG)