Describes how to boost elementary students' confidence and nurture responsibility by making students resident experts at review stations. Students rotate from station to station where the experts are learning at their own pace, spending more time on material they do not understand, and receiving personal attention and immediate feedback. (SM)

Discusses the mathematics education philosophy of J. W. A. Young and how it compares to the principles in the National Council of Teachers of Mathematic's "Curriculum and Evaluation Standards for School Mathematics." Elaborates on Young's views concerning rote learning, establishing connections between mathematics and other disciplines,…

Profiles Art Turner, head of an interdisciplinary team of four curriculum specialists in the Oxford Hills (Maine) Schools. Originally hired to ensure elementary students' readiness for junior high school, the specialists are continuing as agents of curriculum improvement in science, mathematics, social studies, and language arts. Cooperative and…

Suggests the integration of the methods relating to theories that underlie emergent literacy (such as whole language, literature-based instruction, process-conference writing, cooperative learning, and composition-based instruction) with established spelling practices (such as the direct study of a basic core vocabulary, application of proven…

Considers how participation in the Writing Project Summer Institute is reflected in classroom practice in the teaching of writing. Argues that the experience of learning as a construction of knowledge produces converts to such a model of learning that is reflected in the classroom. (HB)

Describes a letter-writing and video exchange project carried on between two English classrooms, one in New York and one in Georgia. Outlines methods used to connect the classes, including dealing with issues of racial and ethnic differences. Claims that such methods validate students and build self-esteem. (HB)

Discusses telecommunications-supported cooperative learning environments for distance education. Topics addressed include computer-mediated communication; computer-supported cooperative work; distributed learning environments; frameworks for supporting telecooperation, including cognitive processes, social processes, and managerial processes; and…

This article explains how cooperative-learning behaviors can be taught systematically and directly to students with behavior disorders using a four-step procedure in conjunction with an enhanced cooperative-learning environment to encourage generalization. Application with five primary grade students is reported. (DB)

Discusses the social nature of collaborative writing and describes collaborative writing in the workplace and the classroom. Discusses the kinds of computer-supported technology available to support such collaboration, and associated problems. Notes research questions needing to be addressed for the next decade of computer-supported collaborative…

Discusses three philosophical pillars that support collaborative learning: "spaces of appearance," active engagement, and ownership. Describes classroom experiences with collaborative learning supported by these pillars. (PRA)

This article examines critical staff development issues that must be addressed if cooperative learning is to produce quality implementation across classrooms. Staff development programs should consider teacher ownership and governance, teachers' levels of concern regarding education innovation, formats for training, relevance of ecological impact,…

Reviews the literature, as it relates to American Indian students, on cooperative learning, competition, learning styles, teacher-student interactional styles, peer influence, and the effects of cooperative versus competitive learning on academic achievement. Discusses Student Team Learning techniques. Contains 31 references. (SV)

The article stresses the importance of a creative, supportive classroom environment for the identification and nurturance of children's talents. Guidance is given for questioning techniques, cooperative learning approaches, and fostering the independence of each learner. (Author/DB)

Describes the Legends Project in Indiana in which a class collaboratively researches, writes, and illustrates a local legend and sends it via computers and modems to other classes across the state. (SR)

Argues that classroom collaboration is complex, perhaps more complex than collaboration in industry; students need to be trained in leadership and group dynamics and to be informed about the ethical complexity of their task; and instructors must make their expectations clear and state their standards for assessing a group's performance. (SR)