Discusses three ways to improve the remedial classroom environment: (1) provide a stress-free environment; (2) have students work towards fluency in a variety of materials; and (3) show students the advantages of cooperative learning and how to do it. (RS)

The computer and its attendant software, in combination with cooperative learning principles, provide all students, regardless of English-language proficiency level, greater opportunities for peer communication than are available within the traditional classroom setting. (IAH)

Describes the process of building electronic communities using the AT&T Long Distance Learning Network that enables groups of teachers and learners to work collaboratively in a global context on topics that are part of their curriculum. (MG)

This paper discusses the meaning of cooperative learning, essential elements required to ensure that cooperative groups are productive, teacher's role in structuring cooperative learning groups, impact of cooperation on learning outcomes, ways cooperative groups may be used, and methods for integrating special education students into cooperative…

Argues that educators must move away from a computation-dominated curriculum to a curriculum that stresses problem solving and understanding. States that small group instruction is appropriate for this type of curriculum. (PCB)

Discusses the question, "how do learners best learn." Urges teachers to strive to create a community atmosphere within the classroom. Suggests things teachers can do which will assist in the process of creating this community atmosphere. Lists organizations and their addresses from which information can be obtained. (KO)

Describes the use of cooperative learning groups in a competitive setting. Discusses teaching objectives, delivery methods, grading procedures and results of a cooperative learning unit which is used to teach the Middle Ages to seventh grade students. Provides student instructional materials. Activities include time period newspapers and the…

Describes the objectives, assignment structure, requirements, and results of a team project in a junior-level transport course. Provides tables of rules, projects list, and a group member evaluation form. (YP)

Individual differences in the recall of procedural and structural/functional information was investigated in situations in which students studied in dyads or alone. Subjects were 303 undergraduates. Dyadic study proved more effective than studying alone. (TJH)

Presents a seven-step activity for researching and presenting information in the form of nonfiction big books, allowing children to read for information and write to inform. (MG)

With collaborative learning, the professor no longer acts like an expert dispensing knowledge to passive students. The professor becomes "a guide, rather than an authority figure." Undergraduates are used as teaching assistants, peer tutors, and members of research teams. (MLW)

Suggests that English teachers use sports metaphors as a different way to communicate with their students about writing. (MS)

This article examines the teacher's contribution to the indirect effect that within-classroom grouping has on student achievement. Two distinct types of groups (ability groups and peer work-groups) are discussed and recommendations made for effective use of within-class grouping. (IAH)

This article describes a functional experiment designed to evaluate the ability of 128 preservice teachers to interpret pupil problem-behavior nested in two distinct learning settings (cooperative and traditional). (IAH)

Through lively discussions of specially selected texts, students of diverse abilities often discover that they can learn a lot from one another. The Touchstones Project in a Baltimore (Maryland) middle school features group discussion of classical texts. (Author/TE)