The author describes cooperative learning (cooperation among students and between students and staff) as one of the major process aspects of the management course at the Sheffield (England) Polytechnic. In addition, he presents some methods used to promote cooperative learning. (MF)

Describes the advantages of students' free discussion groups in literature classes. Provides a transcription of five students discussing a poem. (RL)

Because the kibbutz in Israel is work-oriented, leisure activities play a small role in the lives of the people; recreation most often takes the form of intellectual pursuits, reading, discussion, and participation in group activities such as an occasional game of soccer. (JD)

Counseling, especially group counseling with persons who are retarded, has been found to be effective. Even if some retarded clients are not capable of insight it is a fallacy to assume that insight is a prerequisite for therapeutic change. (Author)

This paper suggests that if a group of commuter students took their introductory courses together and also participated together in small group activities related to their coursework, their acquisition of on-campus reference groups would be accelerated, and the scope of their college experience might be expanded. (Author)

Provides a brief overview of the research on cooperative learning, and describes several classroom grouping techniques useful for all grade levels and subject areas. Discusses group retellings, associational dialogue, dyadic learning, needs grouping, the buddy system, cybernetic sessions, and research, interest, ability, tutorial, random social,…

Describes children's games from around the world that can be used to broaden students' global awareness. The games are cooperative, authentic, representative of a variety of cultures, and developmentally appropriate for children of 4 through 12 years. (BB)

Presents examples of ways in which teachers of young children can use wordless books to encourage children of differing abilities to construct stories. Each example is followed by an important point for the teacher to remember. (BB)

Presents a group sales project to culminate the business communication course, an activity which integrates the oral and written communication skills important in the work place. (MS)

Recounts a teacher's successful search for a game that would reinforce her students' grasp of English grammar. (NKA)

Illustrates ways teachers of young children can meet individual children's needs while managing the group. This may be accomplished through chore-choosing during circle time and giving constructive praise as children perform their jobs, as well as deciding what to teach to whom and when while circulating during playtime. (BB)

The effects of cooperative learning on attitudes of students toward laboratory work were studied with ninth-grade biology students in Nigeria. It was found to be successful in developing favorable attitudes. Reasons for this are discussed. (MNS)

Using naturalistic observation, investigates the social behavior, levels of social participation, and sex differences of kindergarten children as they played with blocks. Uses both unit blocks and large, hollow blocks to gain a more complete understanding of the relationship between block play and social development. (DST)

Presents the results of an ethnographic study of cooperative learning experiences in one fourth- and one fifth-grade classroom. Describes the types of conflicts which arose during group work and offers four guidelines for making cooperative learning experiences more successful. (JDH)

Addresses the problem of how the effectiveness of collaborative teaching models can be assessed. Discusses the teacher's role in collaborative sessions as task setter, classroom manager, and synthesizer. Summarizes the features of collaborative session to be considered by an outside evaluator. (EL)