Describes activities that allow students to work cooperatively to analyze and study evidence from crime scenes and archaeological digs. The activities demonstrate to students the interdependence of a variety of disciplines in the real world. (ZWH)

Describes how one English teacher stumbled on the idea of having student peer groups write scripts. Outlines a variety of ways that script writing assignments can be made. Advocates having such scripts created by student collaborative groups. (HB)

Describes a cooperative learning strategy that promotes students' ability to construct knowledge and engage in higher level thinking. Describes teaching students to apply a cognitive frame, share information, and use peer evaluation for revision in critical writing. (SR)

Describes cooperative group rotation, in which resource books rotate around all the student groups in a classroom. Notes that students thus have access to a variety of books in a small group setting, participate actively, and use information to create projects that demonstrate knowledge about the subject. (SR)

Offers a rebuttal to the cooperative-learning practices described in an earlier article in this journal which presented a Middle East history unit. Discusses students' basic lack of historical background, student expectations, the unit's organizational problems, and the way in which the students were overevaluated. Presents a rebuttal by the…

When enrollment fluctuates, dual-age classes are an effective means of maintaining a reasonable student/teacher ratio. Teachers must have experience, flexibility, and creativity; and students selected must be able to work both cooperatively and independently. Chronological ages and achievement ranges are usually narrower than in "straight"…

Describes "SwampLog," an action-research journal process useful for recording and reflecting upon ongoing experience, exploring and creating innovative approaches to education, and gauging the resultant effects upon organizational, instructional, and individual renewal. (PRA)

Describes a high school math unit in which students took a mathematical look at the problems faced by families during the westward migration of the 1840s and 1850s. Shows how writing can be used in the mathematics classroom. (PRA)

Examines the divided subjectivities of a Navajo student and her African-American writing tutor. (PRA)

States that educators should be concerned to involve all students in collaborative talk about tasks that are student-owned and inquiry-oriented and which integrate talking with thinking, doing, reading, and writing to engage with topics and texts that both students and teachers find meaningful and significant. (MG)

Advocates the move to collaboration in writing centers. Describes three different ideas of writing centers (as "storehouse,""garret," and "Burkean parlor"). Discusses where the focus of control lies in each. Urges careful examination of what collaboration means and how definitions of it locate control, to avoid…

As one "traveling school marm" on a cooperative learning quest claims, the minisabbatical can be a creative, rewarding professional development experience for veteran teachers. Giving teachers six to eight weeks off to pursue research interests can bring long-term benefits to individual participants and districts, especially if reports…

Recounts one teacher's experience at unsuccessfully solving spatial problems in a workshop experimenting with individualistic and cooperative learning approaches to problem solving. This humbling experience reminded the author that failure is humiliating and can arise from simply not knowing how to think about a task. All humans are "at-risk"…

Presents several open-ended cases which use collaborative learning for business communication courses. Discusses the reasons for developing cases for the construction of data-based analytical reports, and collaborative learning and the use of teams in analytical report construction. (PRA)

Contradicting Johnsons' observations, 15 gifted sixth and eighth graders complained cooperative learning in heterogeneous groups tends to promote some arrogance, lack of trust in classmates, tendency to take over the group, and ignorance about working with other students. Gifted students must be allowed to work together with each other; teachers…