Discusses how teachers can avoid problems associated with student competition in the classroom. Describes two instructional methods that involve students working together on learning tasks: cooperative learning and peer tutoring. Focuses on Student Teams-Achievement Divisions (STAD), a team-learning approach. Includes a list of practical guides to…

Describes the cooperative learning programs most extensively studied in grades 6-12, including Student Team Learning methods and other cooperative learning methods. Summarizes the outcomes of studies at this level, finding that these methods improve student achievement, intergroup relations, and self-esteem. (SR)

High-track/low-track studies almost invariably conclude that students gain from being in high-ability groups and lose from being in low-ability groups. Track/no-track studies find achievement effects approaching zero for high, average, and low achievers. Brewer, Rees, and Argys's own data provide little evidence for maintaining ability grouping.…

A review of the research regarding the effectiveness of cooperative learning methods (particularly student teams) indicated that when the classroom is structured in a way that allows students to work cooperatively on learning tasks, students benefit academically as well as socially. The greatest strength of cooperative learning methods is the wide…

This paper describes the dissemination effort that has resulted in the extensive use of the Student Team Learning Program, an instructional process designed for the purpose of improving race relations in desegregated schools. Various attributes of the program that have enhanced its adoption in over 1000 school districts are examined and the…

This response to HE 531 678 argues that, although there is evidence that accelerated programs designed for gifted children can be effective, most emphasize enrichment, not true acceleration. Enrichment is seen as appropriate for all students, not just the highest-achieving 3%. (MSE)

Three Student Team Learning techniques have been extensively researched and found to significantly increase student learning. In Student Teams Achievement Divisions (STAD), teams are made up of high, average, and low performing students of both genders and different racial and ethnic backgrounds. Team members study worksheets, work problems in…

Reviews research on student grouping, focusing on these types: tracking; grouping within classes (reading and mathematics); ability grouping for just one or two subjects; and classes for the gifted and handicapped. Asserts that ability-grouped class assignment is the most harmful form. (KH)

Reviews cooperative learning strategies (instructional strategies in which students work in small heterogenous groups to master academic content) that appear to effectively increase positive race relations and achievement in desegregated schools. (Author/GC)

A preventive model is proposed to avoid special education through concentrated early intervention. Several operating programs are described as examples of the practicality of the approach. Issues including numbers of students who could be serviced by such a model and the ongoing role of special education alongside "neverstreaming" are…

Comprehensive school-reform models like the Accelerated Schools Project stress professional development and give educators specific, research-based strategies to address essential requirements for enhancing academic achievement. The federal Comprehensive School Reform Demonstration initiative provides necessary funding. Information sources and…

This guide describes five types of student team cooperative learning activities: (1) Student Teams-Achievement Divisions; (2) Teams-Games-Tournament; (3) Jigsaw; (4) Team Accelerated Instruction; and (5) Cooperative Integrated Reading and Composition. In Part 1, each technique is described in detail. A review of research finds positive outcomes in…

Reviews briefly the research on achievement effects of the following: (1) ability-grouped class assignment; and (2) student grouping alternatives that would accommodate learning differences among students. Discusses instructional effectiveness of those alternatives and their potential impact on segregation. (PS)

This report describes the Roots & Wings (R&W) program. It presents the research on R&W carried out to date and discusses R&W's impact on research, development, and evaluation for school reform in general. The program is an extension of the Success for All whole-school reform model. R&W took the existing reading, writing,…

The questions of "untracking" and cooperative learning for the academically gifted are important, because arguments concerning this small population are often used to defeat tracking reduction or elimination efforts for other students. This article rejects ability grouping for high achievers and recommends cooperative programs involving all…