Thanks to Lynda Baloche and Rashmi Kumar for help in compiling this list of articles

* Indicates that the abstract was written especially for this compilation.

Webb, N. M. [Email: webb@ucla.edu], Nemer, K. M. [knemer@ucla.edu], & Zuniga, S. (2002). Short circuits or superconductors? Effects of group composition on high-achieving students' science assessment performance. American Educational Research Journal, 39, 43-989.

Although many cooperative learning methods advocate grouping students heterogeneously in order to maximize the diversity of perspectives, skills, and backgrounds, past research shows that heterogeneous grouping generally benefits low-ability students but does not necessarily benefit high-ability students. This study investigates the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high-ability students completing science performance assessments. High-ability students working in homogeneous groups uniformly performed well, and high-ability students in some heterogeneous groups performed as well as high-ability students in homogeneous groups; but high-ability students in other heterogeneous groups did not perform as well. The quality of group functioning served as the strongest predictor of high-ability students' performance and explained much of the effect of group composition.

Billings, L. [Email: labillin@uncg.edu], & Fitzgerald, J. (2002). Dialogic discussion and the Paideia Seminar. American Educational Research Journal, 39, 907-941.

Discussion is currently at the center of educators' attention, and Paideia Seminars are discussions that increasingly are being advocated. In particular, Paideia Seminars embody dialogic discussion. However, little is known about the extent to which principles of dialogic discussion are manifested in classrooms during the enactment of the seminars. The main purpose of this case study was to examine types of discussion in Paideia Seminars. Data were collected through observations, questionnaires, and interviews. "Grand case analysis," "micro-examination" of the seminar discussions, and "narrative research" analyses were done. The overarching conclusion of the study was that the observed discussions reflected the teacher's transitional status in conducting dialogic discussion, with some features of "ideal" Paideia Seminar dialogue represented and some features of "teacher-fronted" discussion represented.

Soonthornmanee, R. (2002). The effect of the reciprocal teaching approach on the reading comprehension of EFL [English as a Foreign Language] students. RELC Journal, 33(2), 125-141.

The purpose of the study was to investigate whether metacognitive awareness and comprehension monitoring, as employed by reciprocal teaching involving summarization, question-generation, clarification, and prediction, helps EFL readers to comprehend texts and whether this method could be applied to both skilled and less-skilled learners. A group of 42 students [at a university in Thailand] was taught using the reciprocal teaching approach (RT) while the other of 42 students was given skill-oriented instruction (ST). Findings indicate that reciprocal teaching had a significant positive effect on these EFL learners’ reading. In addition, while both skilled and less-skilled learners in the RT group benefited from the reciprocal teaching method, the skill-based teaching method helped the less-skilled learners, not the skilled learners, improve their reading comprehension. The RT students also reported their preference for the reciprocal teaching method.

Crank, V. [Email: crank.virg@uwlax.edu] (2002). Asynchronous electronic peer response in a hybrid basic writing classroom. Teaching English in the Two-Year College, 30, 145-155.

* The author describes how she uses peer feedback in a hybrid (combination of face-to-face instruction and distance learning) composition course at a U.S. community college. Crank believes that the asynchronous feedback via email has several benefits. She concludes the article by stating:

The hybrid class … which allows for all the advantages of asynchronous electronic peer response as well as the dynamic interaction and reinforcement of the more traditional classroom, offers a chance to guide basic writing students into conversation and contemplation, to encourage them to “try out” the lessons they’re learning in the classroom, and to demonstrate to them that the process of writing, indeed, of learning, extends beyond the four walls of the college buildings and beyond the confining traditions of writing instruction. In the process of guiding them to online peer response, we activate their learning, calling upon them to demonstrate and trust both their innate and their recently acquired standards for good writing. We create a more fully integrated writing community, in which peer response is a natural extension of writing rather than “busywork” of “class filler” or even a teacher-driven exercise.

Ghaith, G. M. [gghaith@aub.edu.lb] (2003). The problems and prospects of using cooperative learning structures in educating teachers of English as a foreign language. Journal of Student Centered Learning, 1, 97-104.

This article describes the aim, preparation, and procedures of five cooperative learning activities for educating teachers of English as a foreign language. The activities integrate content and methodology, motivate student teachers, and maximize communication, reinforcement, and cognitive work. The prospects and problems of implementation are documented and solutions are suggested.

Collazos, C. A., [Email: ccollazo@unicauca.edu.co]  Guerrero, L. A., & Pino, J. A. [jpino@dcc.uchile.cl] (2003). Knowledge construction awareness. Journal of Student Centered Learning, 1, 77-86.

Recent research in CSCL (Computer Supported Collaborative Learning) and CSCW (Computer Supported Cooperative Work) has provided insights into how various forms of awareness information should be computer supported to enable collaboration in distributed environments. Researchers are investigating how awareness through technology can effectively support interactions among people. This paper presents a new kind of awareness, Knowledge Construction Awareness (KCA), and the design of a software tool that allows us to capture information about group work and evaluate how this kind of awareness affects the collaborative work process in computer-mediated interactions. We present an exploratory study of ten groups that used our software tool.

Bangert, A. W. [abangert@montana.edu] (2003). An exploratory study of the effects of peer assessment activities on student motivational variables that impact learning. Journal of Student Centered Learning, 1, 69-76.

Two classes of graduate-level statistics students were randomly assigned to either a Peer Assessment or Traditional Assessment condition. The Peer Assessment class scored classmates’ statistics problems while statistics problems for the Traditional Assessment class were instructor-scored. Peer assessors were found to display greater increases in statistical self-efficacy as well as larger reductions in math and test anxiety as compared to students in the Traditional Assessment group.

Panitz, T. [tpanitz@capecod.net] (2003). Why more teachers do not use student centered learning technique & policies needed to encourage positive changes. Journal of Student Centered Learning, 1, 55-60.

* The article begins by describing ten reasons why teachers resist student centered learning (SCL) techniques, e.g., loss of control and lack of familiarity with alternative assessment techniques. Next to be described are two reasons why administrators lack an understanding of collaborative learning techniques and philosophy, followed by two reasons why students resist collaborative learning. The article concludes with 17 policy suggestions for the full implementation of collaborative learning, e.g., involvement of textbook manufacturers, modeling of SCL in institutional decision making, creation of a library of SCL materials, and implementation of SCL at all levels of education.

Bartels, N. [Email: nbartels@cc.usu.edu] (2003). Written peer response in L2 writing. English Teaching Forum, 41(1), 34-37. 

* This article situates peer response to second language (L2) student writing within the Process Approach to writing instruction. The value of positive responses is highlighted. The author describes eight reasons why written, rather than oral, peer response can be useful, particularly in certain contexts. Reasons cited for favoring written response are: greater opportunity for students to use writing as a communication tool (as their peers read their feedback), quicker feedback to students and more opportunities for negotiation of meaning, possible participation by students who are not in class, easier teacher monitoring of peer responses, clearer identification of the contribution of peers to students’ final drafts, more class time for other matters, easier future reference to the feedback by students who may forget what was said during oral feedback, and useful practice for students who go on to be second language teachers.

Chesbrough, H. W. [Email: henry@chesbrough.com] (2003). The era of open innovation. MIT Sloan Management Review, 44(3), 35-41.

* This article is primarily focused on the benefits of collaboration within and among Information Technology companies; however, the lessons learned can be adapted to diverse workplaces. Included is an interesting example from Hollywood. The author explores the attributes of “closed” and “open” innovation, “In closed innovation, a company generates, develops and commercializes its own ideas. In the model of open innovation, a company commercializes both its own ideas as well as innovations from other firms.” The author contends that even companies and industries which were able to thrive so far on closed innovation policies could benefit by adopting open innovation models, “Innovators must integrate their ideas, expertise and skills with those of others outside the organization to deliver the result to the marketplace, using the most effective means possible.”

Jalongo, M. R. [Email: mjalongo@iup.edu] (2003). The child’s right to creative thought and expression. Childhood Education, 79(4), 218-228.

* Often we think of creativity as a process that is enhanced by collaboration. Here the author emphasizes that “the creative process is collaborative.”  The author explores various attributes of fostering creativity among school age children—an important one is the role of groups, organizations, and societal networks.

Educators need to abandon the misconception that creativity flourishes only in isolation and only at the margins of society….Education at its best uses creative, collaborative processes to generate work that builds relationships….From a sociological perspective, intellectual innovations are not properties of individuals or ideas, but rather of dynamic networks and organizations.

Jacobs, G. M., & Small, J. [Email: spiri39@yahoo.com] (2003, April). Combining dictogloss and cooperative learning to promote language learning. The Reading Matrix, 3(1). Available at http://www.readingmatrix.com/articles/jacobs/article.pdf.

This article describes dictogloss, an integrated skills technique for language learning in which students work together to create a reconstructed version of a text read to them by their teacher. The article begins for explaining the basic dictogloss technique, contrasting it with traditional dictation, and citing research related to the use of dictogloss in second language instruction. Next, dictogloss is situated in relation to eight current, overlapping trends in second language teaching. Then, in the key section of the article, a description is provided of how the literature on cooperative learning enables teachers to better understand how dictogloss works and to use dictogloss more effectively. Included in this section is a rationale for using dictogloss with global issues content. Finally, eight variations on the basic dictogloss procedure are presented.

Anderson, L. E., & Carta-Falsa, J. S. (2002). Factors that make faculty and student relationships effective. College Teaching, 50(4), 134-138.

Through qualitative analyses of narratives of what students and faculty wanted in their relationships, the authors identified three themes. The Teaching/Learning Environment theme illustrated needs for nurturing, open, non-threatening, and respectful attitudes in student-faculty relationships. Exchange of Information students reported a desire to learn and interact with each other, but not with the instructor. With regard to Mentor/Peer Association theme, students wanted to develop networks of friends to help with course work, whereas teachers wanted to find principles of effective teaching to help students learn. Applications of this data for improving student-faculty interactions and instructional processes are discussed.

McClanahan, E. B., & McClanahan, L. L. (2002). Active learning in a non-majors biology class: Lessons learned. College Teaching, 50(3), 92-96.

This article describes how a traditional biology lecture course was transformed into an interactive class. A review the activities used, changes made to grading policy, and practical tips for integration of active learning in the classroom are provided. Analysis of student responses to course assessments indicated that active learning experiences helped them focus on and understand key concepts of the course. Students performed as well as, or better than, those in previous classes that used a more traditional lecture technique. Active learning enriches the classroom learning experience and can be incorporated into a large lecture setting with relative ease.

Gallavan, N. P., & Kottler, E. (2002). After the reading assignment: Strategies for leading student-centered classroom conversations. The Social Studies, 93(6), 267-271.

Describes teaching strategies that integrate social studies and literacy by connecting assigned readings to students' contemporary knowledge and concerns. Guidelines for grouping students; Elements of Bloom's taxonomy of thinking skills; Requirements for Taking a Stand strategy; Steps to DRAFT strategy; Applications and effects of the strategies.

McArthur, J. R. (2002). The why, what, and how of teaching children social skills. The Social Studies, 93(4), 183-185.

Discusses the importance of teaching pro-social behavior to children in the classroom. Need for teaching social skills; People who must decide what social skills to teach; Activities to teach social skills.

Gillies, R. M. (2002). The residual effects of cooperative-learning experiences: A two-year follow-up. Journal of Educational Research, 96(1), 15-20.

The author investigated how training in small-group and interpersonal behaviors affected children’s behavior and interactions as they worked in small groups 2 years later. The authors assigned 52 fifth graders, who had been trained 2 years previously in cooperative group behaviors, to the trained condition and 36 fifth graders, who had not previously been trained, to the untrained condition. Both were reconstituted from the pool of students who had participated previously in group activities. The results showed a residual training effect, with the children in the trained groups being more cooperative and helpful than their untrained peers.

Vaughan, W. (2002). Effects of cooperative learning on achievement and attitude among students of color. Journal of Educational Research, 95(6), 359-364.

The author examined the effects of cooperative learning on the achievement in and attitudes toward mathematics of a group of 5th-grade students of color in a culture different from the United States (i.e., Bermuda). Students participated in 12 weeks of R. Slavin’s (1978) Student Teams Achievement Division method of cooperative learning in mathematics during the fall semester. Students completed 2 measures: the computation and application sections of the California Achievement Test (1985) Form E (Level 14) and Penelope Peterson’s Attitude Toward Mathematics Scale for Grades 4–6 Students at 4 different intervals. The measures were completed as pretests at the beginning of the semester (before students were exposed to cooperative learning) and as posttests at the end of Weeks 5, 9, and 13. Data were analyzed with a 1-factor (4 levels) repeated measures analysis of variance design to ascertain whether there were significant differences among the pre- and posttest scores. Results suggest that there were positive gains in attitudes and achievement.

Chang, K-E. [Email: kchang@ice.ntnu.edu.tw], Sung Y-T, & Lee, C-L. (2003). Web-based collaborative inquiry learning. Journal of Computer Assisted Learning, 19, 56-69.

This study proposes a web-based collaborative inquiry learning system. This system uses the World-wide web (WWW) as a source of knowledge exploration, and provides exploratory problems to guide students to think and explore. A concept map is used as a tool of anchoring and representing knowledge during the inquiry process. In the process of learning, learners are allowed to exchange the evidence they have collected, their personal opinions, and the concept maps that they have built. In order to effectively integrate the inquiry learning, collaborative learning, and concept map in the system, this study proposes a collaborative inquiry learning model and related learning activities. Two studies were constructed based on the collaborative inquiry learning model to investigate students’ learning processes in the collaborative inquiry learning on the web.

Mueller, A. (2002). Time to talk: Creating classroom contexts where students begin to talk science. The Alberta Journal of Educational Research, 48, 287-301.

This study describes and examines how a classroom teacher and a teacher educator create educational contexts where students begin to talk science. Specifically, a grade 6/7 teacher and a teach educator team planned and team-taught science to 29 students throughout one school year. The study was qualitative in nature, and an ethnographic approach was used in data collection. Through inductive data analysis, distinct opportunities to talk science are identified. Talking science in this study includes small-group unguided talk, large-group guided talk, and open-ended talk with an outside audience. A framework for talking science emerges as a guide for teachers to begin teaching science in ways that allow students time to talk science with their peers and with outside audiences.

Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational Researcher, 45(1), 83-93.

This study examined the relationship between cooperative, individualistic and competitive forms of instruction, achievement in English as a foreign language (EFL) and perceptions of classroom climate. A total of 135 university-bound learners of EFL participated in the study. The participants completed a modified version of the classroom life script and their responses were correlated with achievement. In addition, the participants were divided into high and low cooperation groups and were compared across the variables of achievement and selected aspects of class climate. While the results indicated that cooperative learning is positively correlated with learners’ perceptions of fairness of grading, class cohesion and social support, individualistic and competitive instruction were found to be unrelated to any of the aspects of class climate under study. Likewise, the results revealed certain statistically significant differences between the low and high cooperation groups in favour of the latter in their achievement and perceptions of fairness of grading, class cohesion and social support. The results are discussed in light of previous research and recommendations for further research are suggested.

Huber, G. L. [Email: huber.paedpsy@uni-tuebingen.de] (2003). Processes of decision-making in small learning groups. Learning and Instruction, 13, 255-269.

This article focuses on possible interactions of students’ inter-individual differences and features of cooperative learning. In a first study the uncertainty- vs. certainty-orientation of 209 students (88 males, 121 female; age 13-14) in nine classrooms (8th grade) of two schools was assessed. Three uncertainty-oriented and three certainty-oriented students were selected in each classroom. In varying sequence they solved three tasks (subject matter: German, social studies, mathematics) first individually, then in orientation-homogeneous groups of three. While there were almost no differences in decision-making between uncertainty-oriented vs. certainty-oriented learners during individual sessions, learning in small groups instigated significant differences. These differences diminished with an increased structure/certainty of learning tasks. In a second study 138 students (52 female, 86 male) in all 12th grade classrooms of three schools learned for six weeks according to a modified ‘Jigsaw Puzzle Technique.’ At one of the schools the teachers did not implement the cooperative learning method completely, but tried to stay ‘in control.’ This had consequences for the study’s ability to observe students in situations of uncertain and certain learning tasks, but the researchers were able to include this school for testing variables.

Jun, Y. C. [Email: ycjun@sunchon.ac.kr] (2003). Facilitating mathematical learning with a peer tutoring system: Lessons learned. Journal of Computers in Mathematics and Science Teaching 22(1), 75-92. [Online]. Available: http://dl.aace.org/11574

The purpose of this study was to develop and evaluate a peer tutoring program for school mathematics that was equipped with a term-rewriting system. Linear Kid is a compter-based peer tutoring system where students become active learners who are guided to learn by teaching a computer. Different from the conventional Computer Assisted Instruction (CAI) program, Linear Kid has three parts: (a) the student, (b) the computer learner, and (c) the computer coach. While the students watch how the computer expert solves a set of linear equations, Linear Kid  helps the human student act as a teacher in order to learn more about the subject matter. At this time, the computer plays a role of a students and a coach. Linear Kid was tested in two high schools in the United States. Empirical findings of formative evaluation revearled how Linear Kid can be improved according to the students’ mathematical learning process.

White, C. M. (2003). To share is to care: The dynamics of academic sharing in peer groups in a South Pacific island school. International Education, 37(2), 27-39.

* Excerpted from the article’s first two paragraphs

The notion of knowledge and ideas as forms of intellectual property, the equivalent of other types of property that can be stolen or used without proper authorization, is the fining principle behind which academic integrity boards and copyright laws operate. In Western societies, the sanctity of individuals, their rights to create, and their authorship of those creations are highly regarded values catapulted to the level of moral principles, first instilled through school. … Teachers invoke students to “do you own work!” and fulminate on the evils of “copying from your neighbor” and other forms of “cheating.” … Yet, is it possible to consider an alternative morality that actually privileges sharing answers as an expression of fellowship rather than as a form of cheating? The following case study, based on 18 months of research among 9th and 10th grade students in the South Pacific does just that. … I show that rote teaching methods, coupled with an emphasis upon egalitarianism within Fijian peer groups, create conditions that render the sharing of ideas, both in written and oral form, a normative expression of moral conduct.