* Indicates that the abstract was specially written for this compilation

** Indicates that the abstract is from ERIC – askeric.org

Carter, G., Jones, M. G., & Rua, M. (2003). Effects of partner's ability on the achievement and conceptual organization of high-achieving fifth-grade students. Science Education, 87(1), 94-111.

** Investigates high-achieving fifth-grade students' achievement gains and conceptual reorganization on convection. Features an instructional sequence of three dyadic inquiry investigations related to convection currents as well as pre- and post-assessment consisting of a multiple-choice test, a card sorting task, construction of a concept map, and an interview. Discusses implications for heterogeneous grouping and construction of knowledge by dyads.

Ghaith, G. M. (2004). Correlates of the implementation of the STAD Cooperative Learning Method in the EFL Classroom. International Journal of Bilingual Education and Bilingualism. 7 (4), 279-294.

This study investigates the connection between teachers’ experience, beliefs concerning the acquisition of knowledge, behavioural intentions to implement instructional innovations and their use of the Student Teams Achievement Divisions (STAD) cooperative learning (CL) method in teaching English as a foreign language (EFL). Fifty-five EFL teachers from diverse school backgrounds in Lebanon participated in the study. The participants completed a demographic questionnaire and another Likert-type questionnaire that measured the variables under consideration. The results indicated that teachers’ interpretive beliefs, attitudes towards STAD, subjective norms, and perceived degree of behavioural control play a significant role in the use of STAD in EFL teaching. Conversely, the results revealed that teachers’ transmissive beliefs and experience did not influence their use of STAD in their teaching. Implications for teacher preparation and suggestions for further research are discussed.

Ghaith, G. M., & Abd El- Malak M. (2004). Effect of Jigsaw II on EFL reading comprehension. Educational Research and Evaluation 10(2), 105-115.

The present study examines the effect of the cooperative Jigsaw II method on improving literal and higher-order reading comprehension in English as a foreign language (EFL). Forty-eight students of EFL participated in the study, and a pretest – posttest control group experimental design was employed. The results indicated no statistically significant differences between the control and experimental group on the dependent variables of overall reading comprehension and literal comprehension. However, the results revealed a statistically significant difference in favor of the experimental group on the variable of higher-order comprehension. Pedagogical implications are discussed and recommendations for further research are suggested.

Abdullah, M., & Jacobs, G. M. (2004, March). Promoting cooperative learning at primary school. TESL-EJ, 7(4), 1-12, Article A1. Retrieved 28 March, 2004, from http://www.kyoto-su.ac.jp/information/tesl-ej/ej28/a1.html.

This article describes a four-step programme designed to promote the use of cooperative learning among teachers at a Singapore primary school. In the initial step in the programme, teachers at the school were asked if they would like to participate in the programme. Six came forward. In the second step, an outside consultant did a brief workshop for six English teachers at the school. Next, each teacher worked with the consultant in a cycle of:

(a) planning a lesson that included cooperative learning, with feedback from the consultant,

(b) teaching that lesson with the consultant observing and providing feedback, and

(c) planning another lesson in the same manner.

This cycle was repeated for five lessons per teacher. The fourth step in the programme involved the teachers and the consultant in doing a four-hour workshop on cooperative learning for all the teachers in the school. The programme was initiated and supervised by head of the school's English Department.

Eastman, J. K. [jeastman@valdosta.edu], & Swift, C. A. (2002). Enhancing collaborative learning: Discussion boards and chat rooms as project communication tools. Business Communication Quarterly, 65(3), 29-41.

** Group projects are integral to the business curriculum and can be useful in developing students’ skills and abilities as managers. However, faculty encounter several problems with group projects, including assessing students’ efforts, aiding good communication and coordination among members, and making sure the project is a truly collaborative effort. Technology may aid in addressing these problems; electronic discussion boards and chat rooms, for example, can help faculty and students enhance collaboration and increase the accountability of group members.

Barrett, D. J. [barrett@rice.edu] (2002). Achieving results in MBA communication. Business Communication Quarterly, 65(3), 93-98.

This article focuses on how the communication program at Rice University’s Jones Graduate School of Management achieves the desired results of producing MBA’s with strong leadership communication ability. We define our mission as providing the instruction, guidance, and resources for students to improve their oral, written, and interpersonal communication skills and ensuring students possess the knowledge and confidence in individual and team communications to assume future organizational leadership roles. The article provides a brief overview of the program’s design and a discussion of three keys to the success of the program: individual coaching, integrated team instruction, and constant assessment of the students and the program. 

Winebrenner, S. [susan.winebrenner@adelphia.net] (2002). The gifted in mixed ability classes. Understanding Our Gifted, 14(1), 9-11.

** The following strategies are presented for creating conditions in which gifted students consistently move forward academically: curriculum compacting and differentiating for gifted students in heterogeneous classes; pre-testing content; and allowing gifted students to be grouped together to work on alternative tasks during cooperative learning activities.

Taylor, A. S., Peterson, C. A. [carlapet@iastate.edu], McMurray, P., & Guillou, T. (2002). Social skills interventions: Not just for children with special needs. Young Exceptional Children, 5, 19-26.

** This article presents a rationale for matching social skills intervention strategies to the skill and comfort levels that typically developing children show toward their peers with special needs and provides teachers with guidance on how to accomplish this match. Environmental manipulations that facilitate interactions and peer-mediated strategies are discussed.

Weber, J. M. [Mail: usccbcca@execpc.com] (2002). Brain-based teaching/learning and implications for religious education. Momentum, 33(4), 24-28.

** Argues that physical activity and water can increase brain activity, and hence, learning. Findings of neuroscientists regarding the brain can inform educators. Brain-based teaching emphasizes teamwork, cooperative learning, and global responsibility. Argues against gathering information without relevance. Connects brain-based learning concepts to religious education.

Stevens, R. (2003). Student Team Reading and Writing: A cooperative learning approach to middle school

literacy instruction. Educational Research and Evaluation, 9(2), 137-160.

The goal of this project was to create a middle school literacy program that was more responsive to the needs and abilities of early adolescents in urban middle schools. The program components included: (a) cooperative learning classroom processes; (b) a literature anthology for high interest reading material; (c) explicit instruction in reading comprehension; (e) integrated reading, writing, and language arts instruction; and (f) a writing process approach to language arts.

The study was conducted in 5 schools in a large urban school district, 2 implementing Student Team Reading and Writing (STRW) and 3 comparison schools. The results indicated that the students in STRW had significantly higher achievement in reading vocabulary, reading comprehension, and language expression. The results suggest that a multifaceted approach to restructuring can effectively improve the achievement of students in urban middle schools.

Morris, F. [fmorris@miami.edu], & Tarone, E. (2003). Impact of classroom dynamics on the effectiveness of recasts in second language acquisition. Language Learning, 53(2), 325-368.

** This study suggests that the social dynamics of the language learning classroom may in some cases dramatically alter the way cognitive processes of attention, or noticing, are deployed in cooperative learning activities in which feedback occurs, and this in turn appears to affect acquisition.

Blowers, P. [blowers@engr.arizona.edu] (2003). Using student skill self-assessments to get balanced groups for group projects. College Teaching, 51(3), 106-110.

Communication abilities, conflict management, and delegation are all important to students' success in the work force. Instructors often simulate situations that give students skills in these crucial areas by assigning group projects. It is often difficult for instructors to select individuals who will work successfully together. Common methods for selecting groups, many of which are ineffective, are discussed. A student self-assessment method used by the authors to group students according to their skills is described. The method, used for two years in both sophomore-and senior-level courses, has been proven to prevent intragroup skill imbalances.

O’Byrne, B. J. [bobyrne@marshall.edu] (2003). The paradox of cross-age, multicultural collaboration. Journal of Adolescent & Adult Literacy, 47(1), 50-63.

** Considers how teachers can use linguistic diversity for inclusion and learning experiences in collaborative, cross-age literacy projects. Envisions a project that would extend the principles of collaboration across different age groups. Addresses the larger literacy issues that are entwined with cross-age, multicultural collaborative learning experiences.

Schmidt, S. J. [schmidsj@union.edu] (2003). Active and cooperative learning using web-based simulations. Journal of Economic Education, 34(2), 151-167.

The author discusses the advantages of using computers and the World Wide Web in classroom simulation exercises. Using networked computers permits a richer simulation design, allows more complicated decisions by the students, and facilitates reporting results for later discussion. The Web is an ideal technology for such simulations because computers already have Web-capable browsers, with which students are familiar, and information on creating Web sites is readily available. The author discusses these points in the context of a sample simulation that teaches basic economic principles of trade, investment, and public goods in the context of American economic history.

Avent, J. [javent@csuhayward.edu] (2004). Group treatment for aphasia using cooperative learning principles. Topics in Language Disorders, 24(2), 118-124.

Cooperative group treatment for aphasia based on cooperative learning principles is designed to improve communication skills during small, two-member group interactions. The treatment involves teamwork incorporating positive interdependence, face-to-face promotive interaction, individual accountability, and group processing. Group size, treatment rationales, partner and clinician roles, arrangement of groups, and outcome measures are described. Examples of cooperative learning activities suitable for adapting to group treatment are provided.

Slavin, R. E. [c/o mmaushard@csos.jhu.edu] (2004). Built to last: Long-term maintenance of Success for All. Remedial and Special Education, 25(1), 61-66.

This article describes Success for All, a comprehensive reform program [which includes CL] for elementary schools, with a focus on strategies the program uses to increase the chances that the program will remain in use over extended periods. Key elements held to increase the program's longevity include the provision of full-time facilitators to maintain program quality; well-structured materials; a schoolwide vote to take on the program; national and local support networks; and ongoing research and development. Using these strategies, Success for all schools have maintained the program for many years, and more than 80% of schools that have ever used the program continue to do so.

Thompson, J. C., & Chapman, E. S. [elaine.chapman@uwa.edu.au] (2004). Effects of cooperative learning on achievement of adult learners in introductory psychology classes. Social Behavior and Personality, 32(2), 139-146.

A structured eight-week cooperative learning intervention was implemented in two Year 11 Psychology classes. Each class was taught alternately under cooperative learning and traditional instruction. Three different measures of student achievement were used: a pretest, a 10-item quiz, and an overall posttest. In addition, all students completed the Learning Preference Scale - Students (LPSS; Barnes, Owens, & Straton, 1990) at posttest. The results indicated no overall effects on academic achievement. Rather, it was found that the effects of cooperative learning differed across the two classes. Further, significant differences were found in preferred learning styles between the two classes. It was concluded that successful implementation of cooperative learning in adult education classes relies upon effective teacher management skills.

Nakagawa, J. J. [janenakagawa@yahoo.com] (2004). Individual differences and teaching style.  TESL Reporter 37(1), 42-56.

This article describes an undergraduate (senior) course for Japanese language teachers in training in which students studied cooperative learning, the Myers Briggs Type Indicator, and Multiple Intelligences theory.  The course was taught using a cooperative learning approach (in particular, insights from the Structural and Learning Together approaches). In an attempt to challenge the idea of a "good" / "bad" student or teacher, students learned about individual differences including those reflected in a MBTI and MI-based profile. (The MBTI and MI theory categorize persons as different but equal rather than good"/"bad".) To demonstrate the influence of MBTI types on teaching/learning, students were grouped into same-type groups and then asked to create lesson plans in teams. Differences between the lessons groups created were perceived by students and teacher as striking. Subsequently students commented on the process of working with similar-type (homogenous) versus dissimilar-type (heterogeneous) groups, concluding that heterogeneous teacher and learner teams are preferable to homogeneous ones.

Nakagawa, J. J. [janenakagawa@yahoo.com] (2004, Spring). A spoonful of sugar... . GALE Newsletter, 6-12.  Available online at

http://www.tokyoprogressive.org.uk/gale/newsletters.html

This report describes EFL courses in Japan which blend cooperative learning, stimulus-based teaching, and pop and rock music containing gender issues themes.  It also includes a summary of a teacher training workshop given on the same topic in Tokyo, Japan.

Nakagawa, J. J. [janenakagawa@yahoo.com] (2004). Engaged pedagogy in the foreign language classroom. Journal of Engaged Pedagogy, 3, 71-95

In this alternative bilingual (Japanese-English) journal is a report of an EFL approach in Japan which combines cooperative learning with a knowledge of learner differences, student-centered pedagogy, engaged pedagogy, and transformative learning.