Selected literature pertaining to the frequency and effects of competitive and cooperative classroom situations among different age groups is analyzed and summarized focusing on student and teacher attitudes, the influence of teacher attitudes, the need for cooperation, and teacher selection of goal structure. (JMF)

This study was designed to investigate the effect of individual versus group rewards on task performance. Four instructional sets, in which reward contingencies were varied, were employed with triads of first- and third-grade children. (BD)

Presents anecdotes from nursery school daily records which illustrate significant learning experience through cooperative work and play. Suggests that children process and learn information by playing with that information. (NH)

The article describes how a teacher used cooperative learning groups to aid in the integration of a severely handicapped eight-year-old child into a regular first grade classrooms. The planning stage, the eight implementation steps, and evaluation results (increased interactions between the child and peers) are outlined. (DB)

Reviews relevant research in reading comprehension strategies and cooperative learning methods. Describes reading strategy groups as an approach for content area instruction, along with practical suggestions for implementation. (JD)

Describes a creative writing assignment in which individuals write episodes about different characters and small groups collaborate on unifying the collected "chapters" into sagas. (RL)

Group Adventure Initiative Tasks require the successful completion of a group task or objective and then provide debriefing and reflection on group processes and individual behaviors. A model of responsible action provides a framework for debriefing by charting behaviors and outcomes of choosing to respond to a situation as "victim"…

This article describes a wilderness education program that uses a rope challenge course to foster group cooperation and individual self-confidence in deaf and hard-of-hearing high school students. (DB)

Reviews the literature on peer evaluation to identify some of the best practices. Notes that best practices include building a foundation in the classroom that supports collaborative evaluation, creating effective tools, implementing formative feedback during the collaborative experience, formulating summative feedback at the conclusion of the…

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two…

The need is present for children to "unlearn" to play in a competitive and unsupportive environment and to return to natural and cooperative ways of playing. The advantage of a noncompetitive play structure is that it provides ground where players practice interacting and speaking supportively and appreciatively to each other. Players are then…

This is a first-grade unit of study about the concept of cooperation. The content covers the concept of cooperation and the context in which it is illustrated: through rules in sports, at home and at school; through teamwork in games and projects; and through individual efforts of helping, trusting and sharing. Additional content focuses on how…

Reprints of 17 studies on approaches to ensuring full participation of handicapped students in the regular classroom are presented. The studies, carried out over a 3-year period, were intended to examine evidence on the efficacy of mainstreaming, with particular emphasis on the role of competitive, cooperative, and individualistic learning…

Describes a committee project for use with any grade or ability level that will help students enjoy poetry and learn how to work together at the same time. (FL)

Two studies compared effects of different levels of cooperation (cooperative controversy, cooperative debate, individualistic; and intergroup cooperation vs intergroup competition) on cross-handicap interaction among 123 intermediate grade students (normal or learning/behavior disordered). Pure cooperation promoted more frequent cross-handicap…