Describes a cooperative learning project with fourth-grade teachers and students. Discusses the K-W-D-L technique (what we know-what we want to know-what we did-what we learned) for mathematical problem solving. Concludes that having students write about their problem-solving experiences connects mathematics and communication skills and enhances…

Describes the Math Pals program which emphasized mathematics communication, allowed students to become active problem solvers with a pal in a different school, and gave students a multicultural experience. (JRH)

Describes a non-laboratory science course for nonscience majors that actively engages students in a variety of learning activities. Highlights students' positive evaluations of the course. Also describes active learning experiences incorporated into the course. (JRH)

Addresses the problems and methods of assessing individual performance within a group project. A peer evaluation technique by Culp and Malone was implemented in which group members were asked to identify the percent contribution they and other group members made to categories such as creativity, research, writing, and organizing. Ratings were then…

Describes a project combining precalculus and transition mathematics students focusing on popcorn by comparing popping ratios of different brands of popcorn and finding what size box could hold the most popped corn. Project design required group effort and cooperation. Students exhibited growth of positive attitudes toward the study of mathematics…

Examines the quality of asynchronous interaction in Web-based conferencing among preservice teachers. The study combines asynchronous conferencing with peer and mentor collaboration to electronically apprentice student learning. Results point out different levels of Web-based discussion: higher-level, progressive, and lower-level discussion. A…

Describes a school-based project for fifth-grade students that integrated fine arts with the core curriculum. Explains that the students worked together with professionals in the community to develop a school-based business that created a calendar featuring local sites and landmarks. (CMK)

A study examined how Cognitive Strategy Instruction in Writing (SCIW), helped enable four seventh-graders with learning disabilities to take over responsibility for their own writing performance and to scaffold one another's writing development. Teacher modeling and scaffolding, writing process collaboration, and structuring think-sheets enabled…

Describes the rewards and challenges of using the Patchwork Text to teach Greek Tragedy to Cambridge University English final-year students. The article uses close reading of the students' texts, analysis and reflection to discuss both the products and the process of Patchwork writing. (Author/AEF)

Presents information about Knowledge Construction Awareness (KCA) and the design of a software tool that allows users to capture information about group work and evaluate how this kind of awareness affects the collaborative work process in computer-mediated interactions. Discusses exploratory study of 10 groups who used software. Contains 29…

Explains that extensive reading (ER) programs involve students in silently reading large quantities of materials. Discusses the possible benefits of adding a group element to second language ER. Presents cooperative learning principles that can facilitate effective group interaction to accompany ER. Provides examples of activities that blend…

Measures preservice teachers' attitudes toward information technology (IT) following their participation in a discrete IT course taught in a constructivist learning environment where the students collaborated to achieve their learning goals and problem solve on tasks. Results revealed that with the constructivist learning approach infused in the…

Reviews the studies on which a meta-analysis by Springer, Stanne, and Donovan (1999) were based; the meta-analysis had concluded that small group learning in science, mathematics, engineering, and technology education is effective. Concludes that the meta-analysis' call for more widespread implementation of small group learning is not supported.…

Describes a self-awareness program designed to educate students about challenging situations that may be encountered when working in teams, and to provide concrete methods for changing a typical student's response in order to deal more effectively with these situations. Handout appended. (Contains eight references.) (AUTH/NB)

Discusses instructor-training techniques developed for graduate students teaching large introductory science courses. Describes the training materials developed for laboratory-centered introductory chemistry, including e-mail, written cases, and real classroom scenarios captured on videotape. Reports that outcomes of the training indicate that…