satisfaction and dissatisfaction with teaching in general, while a second set assessed teachers' perceptions of the difficulties they experienced teaching heterogeneous classrooms. Investigators were interested in learning if teachers' expanded instructional repertoire affected their sense of satisfaction with their work and if it helped them cope with the problems posed by the heterogeneous classroom.

Results show that significantly fewer teachers expressed statements of dissatisfaction in 4 out of 13 categories, three of which relate directly to classroom teaching: ability to reach and motivate students, teachers' perceptions of the gap between students' SES and levels of motivation, and the help available for students with special needs. In the course of the project there was also a distinct decline in the number of statements of dissatisfaction made by teachers, whereas there was no increase in the number of statements expressing satisfaction.

Once again we encounter the finding that teachers felt more able to reach and motivate students when employing cooperative learning methods they had learned successfully, a finding that emerged in all three of the studies on teacher efficacy and satisfaction surveyed here.

Long-term Effects of In-Service Teacher Training
A survey was conducted to ascertain the long-term effectiveness of a statewide staff development program on cooperative learning (Ishler, Johnson & Johnson, 1998). 158 (out of a total of 259) educators responded to a questionnaire about their use of Learning Together three years after participating in a one-year training program conducted by the South Carolina Department of Education. The authors note that this study "may be the first to investigate a statewide implementation of cooperative learning" after the elapse of a long period of time. Readers should keep in mind that the results from this survey were obtained from self-report data. There is no independent criterion by which to know if these self-reports would correspond to what other observers would record. Some of the results were as follows:

The investigators sought to connect the findings to a series of variables that could account for them, such as: 1. Perceived quality of training; 2. Personal commitment to using cooperative