In cooperative learning, as opposed to competitive and individualistic learning, students work together to accomplish shared goals. It is the most important of the three types of learning, but least used. Research indicates students will learn more, like school better, like each other better, and learn more effective social skills when cooperative…

Cooperative learning processes have been rediscovered and are being used throughout the country on every level. The basic elements of cooperative goal structure are positive interdependence, individual accountability, face-to-face interaction, and cooperative skills. The teacher's role in structuring cooperative learning situations involves…

The effects of structured academic conflict, controversy, and debate were compared with individual study. Results indicated controversy promoted the most cross-ethnic verbal rehearsal and exchange of assigned material, concern that all students master assignments, active search for information, highest self-esteem, and accepting and supportive…

Responses to a classroom climate instrument were made by 859 students in fifth through ninth grades in three urban and suburban midwestern school districts. Correlational analyses assessed relationships between scales measuring attitudes toward social interdependence and attitudes towards relationships with peers and teachers. Subjects with high…

The effects of controversy and concurrence seeking and participation in age-homogeneous and age-heterogeneous cooperative learning groups were compared on achievement, achievement motivation, perspective-taking accuracy, and interpersonal attraction. In addition, the interaction among students (N=112 fourth-, fifth-, and sixth-graders) within the…

Increasing violence and threats of violence in American schools have prompted many school districts to take aggressive action in providing greater security and more positive learning environments. This book presents an alternative approach--that of training students in conflict resolution and peer mediation. The book offers specific, practical…

Research on the educational outcomes of cooperative learning strategies suggests that educators can "have their cake and eat it too" since these strategies have been found to promote simultaneously high achievement, constructive student-student relationships, positive attitudes toward subject areas, continuing education, critical…

Students attending a Minnesota school in a middle-class neighborhood are finding that cooperation, conflict resolution, and civic values are creating a safe haven from the stresses of family and neighborhood life. Students have two innovative programs (Continuous Progress and Discovery) to choose from. Highlands Elementary nurtures its students…

Discusses some of the benefits of having students work cooperatively toward a shared goal. Suggests that teachers become involved in research in this area and become associated with the National Science Teachers Association's Every Teacher a Researcher (ETR) program. Lists various types of research projects teachers could undertake. (TW)

Promotes the Every Teacher a Researcher program of the National Science Teachers Association. Encourages teachers to become involved in three types of action research with regard to cooperative learning in science. These are replicating, refining, and extending. Includes program registration form for interested teachers. (TW)

Discusses the effectiveness of a peer mediation program in a Midwestern suburban elementary school. Responses to questionnaires given to students and teachers suggested that the students successfully learned the procedures and applied them in conflict situations throughout the year. Includes a thorough description of the program's procedures. (MJP)