Describes how students in three college-level writing groups viewed their collaborative learning experience. Suggests that collaborative learning works (or does not work) in complex ways that cannot be reduced to a field manual of identifying behaviors. (RS)

Argues that any writer writes with and against a cacophony of competing voices, thus collaborating with the Otherness of their own words. Studies one student's attempt to write on an issue about which she held multiple views. Considers how the writing center might aid in providing critical distance within such a model. (HB)

Provides a behind the scenes account of what goes on day-to-day at a zoo. Describes activities that allow students to explore the positive and negative aspects of issues that are raised regarding zoos. (ZWH)

Provides helpful tips regarding classroom use of computers in a cooperative-learning environment. Comments on student computer ratio, interdependence, individual accountability, heterogeneous grouping, shared responsibility, and good working relationships. (ZWH)

Describes a way to enliven vocabulary lessons by combining them with two effective teaching strategies--cooperative learning and story development by students. (SR)

Outlines the history and services offered by the College of Preceptors in Great Britain, especially with regard to their notable expertise in the field of international inservice training activities for teachers. (HB)

Describes how a poet at work in a mental hospital can help chronic patients recapture the use of language and expressiveness by teaching poetry. Describes methods of collaborative poetry writing, as well as the rationale for the use of the approach. Discusses a variety of cases and methods. (RS)

Discusses the definition of cooperative learning; cooperative-learning groups and learning disabilities; cooperative-learning methods used in reading and in writing; and perspectives on cooperative-learning groups. (RS)

Illustrates how the use of picture books in an English-as-a-second-language kindergarten supports language development. Describes individual children's interactions with picture books, and analyzes the degree and nature of peer collaboration. Discusses the classroom context, observes the focal children reading, and describes how the teacher drew…

Educators are adopting learner-centered instruction in which students, facilitated by technology, collaborate with peers and engage in problem solving and inquiry. This article discusses ways to use technology in authentic learner inquiry as an information resource, content contextualizer, communication tool, construction kit, and…

Suggests that learning communities are of high interest in higher education now because they are compatible with changing epistemologies about the nature of knowledge, because research generally supports their educational benefits, and because they help institutions of higher education meet their missions of educating students for their lives of…

After 110 business students participated in collaborative learning activities, male attitudes toward work groups became significantly more positive, females' less. Those reporting mostly positive group experiences preferred collaborative working styles; those rating the experience as "just OK" preferred working alone or with one other person. (SK)

Provides an overview of an ongoing calculus reform that includes cooperative learning, oral presentations, and long-term student projects. (Author/ASK)

Argues that accounts of paranormal phenomena can serve as an ideal medium in which to encourage students to develop critical-thinking skills. Describes a cooperative-learning approach used to teach critical thinking in a course on paranormal events. Reports that critical-thinking skills increased and that the course received favorable student…

Describes the use of a flexible grouping strategy called "group retellings." Students are grouped heterogeneously into two- to four-member groups, read a portion of the text, and then retell the content to other group members. (DB)