As happens every time we go to the library or (more often these days) to an online database to compile journal articles related to CL, for this issue we were spoiled for choice. Indeed, CL continues to resonate through the hallowed halls of the journals of academia. Here’s just a taste. Please note that in most cases, authors’ email address have been included. Why not contact them?

1.          Leeser, M. J. [lesser@uiuc.edu] (2004). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8(1), 55-81.

One of the challenges in content-based instruction in second language classrooms is how to focus on form in a way that is both effective and appropriate. The use of collaborative tasks that push learners to consciously reflect on their own language use (i.e., produce ‘language-related episodes’) while conveying meaning has been proposed as one way to accomplish this goal. Studies investigating the use of collaborative tasks that encourage learners to produce language-related episodes (LREs) have been shown to affect positively language development. However, little is known about how the proficiency of each dyad member affects how and how much dyads produce LREs during collaborative tasks. Therefore, the study reported in this article investigated how grouping learners by their relative proficiency (high-high, high-low, or low-low) affected the amount, type (lexical or grammatical) and outcome (correct, unresolved, or incorrect) of LREs produced during a passage reconstruction task, completed by twenty-one pairs of adult L2 Spanish learners from a content-based course. The findings revealed that the proficiency of the dyad members affected how much the dyads focused on form, the types of forms they focused on as well as how successful they were at resolving the language problems they encountered.

2.         Saito, H., [saitoh@hokusei.ac.jp] & Fujita, T. (2004). Characteristics and user acceptance of peer rating in EFL writing classrooms. Language Teaching Research, 8(1), 31-54.

Lack of research on the characteristics of peer assessment in EFL writing may inhibit teachers from appreciating the utility of this innovative assessment. This study addressed the following research questions: (1) How similar are peer, self- and teacher ratings of EFL writing?: (2) Do students favour peer ratings?; and (3) Does peer feedback influence students’ attitudes about peer rating? Forty-seven college students studying English writing in a Japanese college were assigned to write two essays. Each essay was commented on and rated by two teachers, three peers and the writers themselves. Students also completed a five-item questionnaire about their attitudes regarding peer rating. Peer and teacher ratings were found to correlate significantly. The results of the questionnaire indicated that students had favourable attitudes towards peer rating. A regression analysis suggested that peer feedback did not influence students’ favourable attitudes about feedback.

3.         Teachers College Record, January 2004, Vol 106, No. 1.

Cooperative learning can be seen as one element in a larger paradigm shift toward student-centered instruction. Applications of Multiple Intelligences (MI) Theory also fit within this paradigm shift and often involve CL. This entire issue of Teachers College Record is devoted to MI and includes a concluding paper by Howard Gardner, the person most closely associated with MI.

4.         Antonio, A. L. [aantonio@stanford.edu], Chang, M. J., Hakuta, K., Kenny, D. A., Levin, S., & Milem, J. F. (2004). Effects of racial diversity on complex thinking in college students. Psychological Science, 15, 507-510.

An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N=357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racial- and opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors.

5.         Oakley, B., Felder, R. M. [rmfelder@mindspring.com], Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.

The paper is a guide to the effective design and management of team assignments in a college classroom where little class time is available for instruction on teaming skills. Topics discussed included forming teams, helping them become effective, and using peer ratings to adjust team grades for individual performance. A Frequently Asked Questions section offers suggestions for dealing with several problems that commonly arise with student teams, and forms and handouts are provided to assist in team formation and management.

6.         Lam, F. H. [lam_fook_hoe@moe.edu.sg], Low, C. C., Jacobs, G. M. [george@vegetarian-society.org], & Fazilah, M. I. (2004). Letting go: Promoting student-student academic learning outside of class-time. Journal of Student Centered Learning, 2(1), 43-52.

The use of student groups in classroom learning is supported by research and learning theory. This paper focuses on the use of student-student interaction outside of regular curriculum time. A rationale is provided for such OCAC (Out-of-Classtime Academic Cooperation). OCAC is presented as a logical extension of the peer collaboration that takes place in many classrooms. Furthermore students have for centuries been getting together on their own to help each other learn. OCAC is also viewed as a means of helping students develop as people who have the ability to be life-long learners. Types of OCAC are defined and examples are provided. A number of OCAC programs currently being conducted for science and mathematics students at a Singapore secondary school are described These include group study sessions, peer tutoring, cross-age tutoring, interdisciplinary project work, mini-research projects, extended library hours and holiday homework. The main purpose of the article is to describe these programs. Suggestions for improvements and additional programs are offered.

7.         Theodore, L. A. [Lea.A.Theodore@hofstra.edu], Bray, M. A., & Kehle, T. J. (2004). A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behavior. School Psychology Quarterly, 19(3), 253-271.

The present investigation employed an alternating treatments design to (1) examine the efficacy of group contingencies in the reduction of disruptive behavior, and (2) compare the effects of independent, interdependent, and dependent group contingencies in the reduction of disruptive behavior in adolescent males identified with serious emotional disturbance. Disruptive classroom behavior has been associated with both decrement in academic performance and increased risk for antisocial behavior. Although research findings have suggested that group contingencies are efficacious in reducing disruptive behavior, the data remain inconclusive regarding which group contingency (interdependent, dependent, and independent) is most effective. Results suggest that a clear superiority among the group contingencies was not evidenced. However, all were dramatically effective in the reduction of classroom disruptive behavior.

8.         Klingner, J. K. [janette.klingner@colorado.edu], Vaughn, S., Arguelles, M. E., Hughes, M. T., Leftwich, S. A. (2004). Collaborative strategic reading: “Real-world” lessons from classroom teachers. Remedial and Special Education, 25(5), 291-302.

The present study extends 8 years of previous research using Collaborative Strategic Reading (CSR), a set of comprehension strategies designed to improve understanding of expository text. We examined teachers' yearlong implementation of CSR. Five intervention and five control teachers from five schools participated along with their students. Intervention teachers attended a CSR professional development workshop and were provided with ongoing follow-up support. Students in CSR classrooms improved significantly in reading comprehension when compared with students in control classrooms. Teacher case studies reveal that with the exception of one teacher, students' comprehension gains were associated with the quality of CSR implementation.

9.         Chiu, M. M. [mingming@cuhk.edu.bk] (2004). Adapting teacher interventions to student needs during cooperative learning: How to improve student problem solving and time on-task. American Educational Research Journal, 41(2), 365-399.

This study tested a model of teacher interventions (TIs) conducted during cooperative learning to examine how they affected students' subsequent time on-task (TOT) and problem solving. TIs involved groups of ninth-grade students working on an algebra problem; videotaped lessons were transcribed and analyzed. Results showed that teachers initiated most TIs and typically did so when students were off-task or showed little progress. After TIs, students' TOT and problem solving often improved. Teacher evaluations of student actions had the largest positive effects, serving as gatekeepers for other teacher actions. Higher levels of teacher help content tended to reduce post-TI TOT, while teacher commands reduced post-TI TOT only when a group grasped the problem situation. In summary, TIs can increase TOT and problem solving, especially if teachers evaluate students' work.

10.       Wilder, L. K. [lynn_wilder&byu. Edu], Dyches, T. T., Obiakor, F. E., & Algozzine, B. (2004). Multicultural perspectives on teaching students with autism. Focus on Autism and Other Developmental Disabilities, 19(2), 105-113.

To develop independence and self-responsibility in students with autism, traditional intervention techniques have focused on the acquisition of academic learning and adaptive skills of language and communication and the reduction of behavior problems. The critical question is, Will these traditional foci of intervention work for multicultural students with autism? These students have triple-layered problems-they are culturally different, they may be linguistically different, and they have an exceptionality that is loaded with behavioral repertoires. Apparently, these challenges make it imperative for general and special education practitioners to look for ways to educate multicultural learners with autism. In this article, the authors present culture-specific strategies for meeting the educational needs of students with autism. In addition, they relate these strategies to current efforts to prepare teachers and other professionals to assist students and their families. [Cooperative learning is one of the recommended strategies.]

11.        Meisinger, E. B. [bmeising@uga.edu], Schwanenflugel, P. J., Bradley, B. A., & Stahl, S. A. (2004). Interaction quality during partner reading. Journal of Literacy Research, 36(2), 111-140.

The influence of social relationships, positive interdependence, and teacher structure on the quality of partner reading interactions was examined. Partner reading, a scripted cooperative learning strategy, is often used in classrooms to promote the development of fluent and automatic reading skills. Forty-three pairs of second grade children were observed during partner reading sessions taking place in 12 classrooms. The degree to which the partners displayed social cooperation (instrumental support, emotional support, and conflict management) and on/off task behavior was evaluated. Children who chose their own partners showed greater social cooperation than children whose partners were selected by teachers. However, when the positive interdependence requirements of the task were not met within the pair (neither child had the skills to provide reading support or no one needed support), lower levels of on-task behavior were observed. Providing basic partner reading script instruction at the beginning of the year was associated with better social cooperation during partner reading, but providing elaborated instruction or no instruction was associated with poorer social cooperation. It is recommended that teachers provide basic script instruction and allow children to choose their own partners. Additionally, pairings of low ability children with other low ability children and high ability children with other high ability children should be avoided. Teachers may want to suggest alternate partners for children who inadvertently choose such pairings or adjust the text difficulty to the pair. Overall, partner reading seems to be an enjoyable pedagogical strategy for teaching reading fluency.

12.       Xun, G. E. [xge@ou.edu], Land, S. M. (2004). A conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. Educational Technology, Research and Development, 52(2), 5-22.

We present a conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. We first examine the characteristics and processes of ill-structured problem solving, namely, problem representation, generating solutions, making justifications, and monitoring and evaluation. Then, we analyze each of the problem-solving processes with regard to its cognitive and metacognitive requirements, the issues and learning problems that might be encountered by students during each process, and the respective role of question prompts and peer interactions in scaffolding each process. Next, we discuss the role of the teacher in relation to the use of the two scaffolding techniques, and their limitations. Last, we discuss implications for instructional design by suggesting some specific guidelines, and made recommendations for future research.

13.       Skinner, C. H. [cskinne1@utk.edu], Williams, R. L., & Neddenriep, C. E. (2004). Using interdependent group-oriented reinforcement to enhance academic performance in General Education classrooms. School Psychology Review, 33(3), 384-397.

In their meta-analysis, Stage and Quiroz (1997) found that group-oriented contingencies yielded the largest effect size of interventions designed to reduce inappropriate behaviors in public schools. However, such procedures may be underutilized for enhancing academic performance and learning. The current article describes how interdependent group-oriented reward procedures with randomly selected, indiscriminable, or unknown contingency components (i.e., target behaviors, rewards, and criteria for earning rewards) can be used to enhance student academic performance. Applied examples are interspersed throughout the article. Analysis focuses on how these procedures address philosophical, managerial, and social-emotional concerns associated with rewarding academic performance in general education classrooms

14.       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), 139-145.

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. Although mature-age students are known to face particular difficulties in coping with the demands of returning to formal education (Penglase, 1993), little research has been conducted into effective adaptations of teaching practices that are tailored to meet these needs. The purpose of this study was to examine the effects of a cooperative learning approach on the academic performance of adult students studying year 11 Psychology in an Australian college. The approach used was modeled on the procedures used in Group Investigation (Sharan & Sharan, 1976), where students work in small groups using inquiry, group discussion and cooperative planning of projects. After choosing subjects from a unit studied by the entire class, the groups break their subtopics into individual tasks and carry out the activities necessary to prepare group presentations. The approach used here incorporated all of these elements, although teachers did not receive the extensive training typical of Group Investigation interventions. As such, the methods used in this study were tailored to the practical demands of the college in which the study was conducted.

15.       Desbiens, N. [nadia.desbiens@umontreal.ca], & Royer, E. (2003). Peer groups and behaviour problems: A study of school-based intervention for children with EBD. Emotional and Behavioural Difficulties, 8(2), 120-139.

The study evaluated the effect of a programme for elementary school students with behaviour problems integrated into the regular classroom. The programme combined in-class social skills training and specific educational activities with peers, namely cooperative learning and tutoring by a prosocial peer. The innovative aspect is that the social status and affiliations of children with behaviour problems are key components in the matching of children during peer support. The goal is to improve social behaviour and to change peer perception through interventional strategies, therefore improving social reputation. Pre-test/post-test control group design was used. Results from traditional analysis indicated no significant difference between treatment and control groups after the programme. A modest effect size showed a relative improvement for students with behavioural disorders who participated in social skills training. Results are discussed in terms of the role of friends in the intervention programme.

16.       Robinson, D. T. (dawn-robinson@uiowa.edu), & Smith-Lovin, L. (2001). Getting a laugh: Gender, status, and humor in task discussions. Social Forces, 80(1), 123-158.

Humor is a quintessentially social phenomenon, since every joke requires both a teller and an audience. Here we ask how humor operates in task-oriented group discussions. We use theories about the functions of humor to generate hypotheses about who jokes, when and in what situations. Then we use event history techniques to analyze humor attempts and successes in six-person groups. Our results combine to suggest an image of joking as a status-related activity, with men, high participators, frequent interrupters, and those who are frequently interrupted all showing status-related patterns of humor use. We find substantial time dependence in humor use, in which humor may serve to form a status hierarchy early in a group's development and to dissipate task-related tension later in the discussion. We use these results, in conjunction with core insights on status and emotion from the group processes literature, to develop a new theory of humor use in task-oriented groups. The new theory generates predictions about the content of humor episodes, which we examine with additional data from our group discussions. Consistent with the theory, we find that a higher proportion of men's humor is differentiating, while a higher proportion of women's humor is cohesion-building. We find the same general pattern with our other status variable, participation.
 

Write – Write – Write

Please consider using this Newsletter as a venue for sharing your ideas, experiences, discoveries, discontents, quandaries, and questions regarding CL. Send any and all to the editor, George Jacobs, at gmjacobs@pacific.net.sg. Short is beautiful. If you’re not sure about what might work in the Newsletter, feel free to check with George first before writing up your piece.