A fifth-grade teacher describes her investigation of direct teaching of collaborative skills, explaining how she taught explicit cooperative skills and documented her findings. The teacher describes patterns of higher-quality journal entries, improved collaborative skills, increased self-esteem, transfer of collaborative skills to new contexts,…

This article presents the first results of an investigation in a scholastic context aimed a determining the conditions that favour the acquisition of knowledge in biology within interactions in groups of 4 pupils. There were three work sessions in small groups, and some sessions in class groups. The pupils' conceptions were assessed at the…

Aggression Replacement Training (ART) has been introduced and adopted with youth and families at Batshaw Youth and Family Centres in Montreal, Canada. The Batshaw philosophy of "Family Centered Practice" has generated a program which includes parents and significant others in what we call "Family ART" groups. Within the Batshaw…

Discusses the needs of adolescents and how teachers should accommodate these needs in order to encourage learning and to make their job easier. (SRT)

Details the educational objectives achieved by an 8th grade U.S. history class using a cooperative learning research model. Using the Group Investigation Model, the class learned to use text headings, subheads, and key words in their reading. They also became familiar with synthesizing information and linking key ideas. (MJP)

Presents a fictitious dialogue between a student teaching supervisor and a student teacher about cooperative learning in the classroom. Reviews and evaluates the classroom procedures used by the student teacher. Concludes that cooperative groups improve student interaction and discussion skills. (CFR)

Describes how college science laboratory activities can be developed by student teams in which original questions are formulated as testable hypotheses and refined into experimental designs on the basis of personal observations. Distinguishes this "minds-on" approach from traditional college science laboratories with respect to students'…

Reading, writing, listening, and speaking activities and exercises that use folders of interesting material that students can use alone or in small groups are described. The folders contain pictures or other material of interest to the students, instructions in English and Spanish, and answers. The folders are color-coded by type of activity.…

Presents a multifaceted method for teaching engineering mechanics to satisfy several desiderata. This approach includes design projects, group work, basic competency exams, computational environments for simulating and visualizing phenomena, multimedia instructional tools, hands-on experiences, and student presentations. Describes the materials…

Reports on a study of the impact of individual feedback on achievement, attitudes, and behavior in cooperative learning groups on 56 8th-grade students. Finds that individual feedback was more effective than group feedback and that individual feedback resulted in more positive relationships toward others. (CFR)

Reports on a study of 12 U.S. and Russian elementary students working with a mathematics computer software program. Finds that students working together learned the program's concepts faster. Discusses implications of the findings and the significance of sociohistorical frameworks on cognitive processes. (CFR)

This study was designed to contribute to a small but growing body of knowledge on the influence of gender in technology-rich collaborative learning environments. The study examined middle school students attitudes towards using computers and working in groups during scientific inquiry. Students attitudes towards technology and group work were…

The effects of information technology on the creative performance in small groups were examined. An experimental 3 x 2 design was used in order to assess the effects of Group Communication Support System (GCSS) and perceived usefulness on the creative product and the creative process. A chat, a video conference and a face-to-face group were…

Although there has been much debate about "what" teachers need to know about technology, less attention has been paid to "how" they are supposed to learn it. Teacher preparation programs need to go beyond merely training teachers in how to use specific software and hardware tools, and instead focus on developing an…

The importance of teamwork in Information Systems Development (ISD) practice and education has been acknowledged but not studied extensively to date. This paper tests a model of how groups participating in ISD projects perform and examines the relationships between some antecedents of this performance based on group research theory well…