1.       Gillies, R. M. (2007). Cooperative learning: Integrating theory and practice. Thousand Oaks, CA: Sage Publications.

Reviewed by Larry Sherman (shermalw@muohio.edu)

Robyn M. Gillies, an Associate Professor from The University of Queensland in Brisbane, Australia, and Sage Publications offer the education profession a new book, Cooperative Learning: Integrating Theory and Practice. First of all, I would like to say reading this book was an enjoyable task. The writing style is quite personable and easy to read. As Kurt Lewin has often been quoted, “There is nothing so practical as a good theory.” I would also add the importance of practical applications derived from a good theory. Dr. Gillies’s book is a great example of practical applications of a good theory.

Dr. Gillies is a member of the Executive Board of the International Association for the Study of Cooperation in Education (IASCE). Professional educators throughout the world interested in pre-service and in-service training will be pleased with the focus of this book. Within 273 pages and eight topical chapters, she provides practical information for transforming diverse classrooms into cooperative communities that accomplish the goals of significant learning achievement associated with “No Child Left Behind” legislation (a current interest of education in the United States). I would also emphasize that her book is highly relevant to a variety of international interests in education and cooperative learning.

Her reference section is quite up-to-date with current research interests in the cooperative learning world. Furthermore, this is one of the few books to include a most helpful glossary of terms associated with cooperative learning. Additionally, the book is indexed so that readers can easily locate specific topics. Here she mostly indexes important content topics much more than specific authors and their research.

The general structure of Dr. Gillies’ book is as follows. At the beginning of each chapter, there is an introduction to the topic that is then summarized with a list of specific learning objectives. Each of the individual eight chapter topics includes at least one and sometimes as many as four case studies, where real life examples are presented and analyzed. Many times, these case studies target specific age groups such as early childhood, middle school, and secondary level classrooms. In this sense, I think she is trying to suggest that cooperative learning can be associated with developmentally appropriate experiences. Practical activities are provided and directly linked to each of these case studies. Each chapter is then summarized, additional activities provided, and suggestions for further reading are indicated. The chapters are: (1) Over-all descriptions of cooperative learning in schools; (2) Key components in establishing successful cooperative groups; (3) Teachers’ discourse to promote student thinking and learning; (4) Strategies to promote student discourse; (5) Group composition; (6) Assessing small-group learning; (7) Teachers’ responsibilities in establishing cooperative learning; and (8) Future development in using small groups.

One of my favorite chapters (#5, Group composition) addresses one of the key components of cooperative learning, the actual makeup of groups. The issue of heterogeneous group composition is an important topic. Creating groups with adequate mixtures of ability, gender, ethnicity, age, etc. is an important consideration. One of the goals cooperative learning proposes to speak to is getting children to deal with diversity in the classroom. This chapter addresses the issues of same and mixed gendered groups as well as whether or not peer friendship groups should be used. Most of the important research regarding group composition is referenced here.

Cooperative Learning: Integrating Theory and Practice would be a good text for pre-service and in-service teacher training. It would certainly fit as a supplementary text in an undergraduate methods class. It would also naturally fit into a variety of curriculum areas such as language arts, science, and mathematics. I presently teach a graduate class that focuses on Classroom Group Processes, and would definitely consider using this book to supplement the main text. Overall, Robyn Gillies has produced an important book that should prove to be valuable to professionals interested in pre- and in-service teacher training throughout the world. I would highly recommend it.

2. Kalman, C. S. (2007). Successful science and engineering teaching in colleges and universities. Bolton, MA: Anker. 

Calvin S. Kalman has long been an advocate and practitioner of cooperative learning, and he brings his passion for and skill with CL to his latest book: “Successful science and engineering teaching in colleges and universities.”

Kalman is a professor in the Department of Physics, a fellow of the Science College, and a member of the Centre for the Study of Learning and Performance at Concordia University in Quebec. He is the recipient of the Canadian Association of Physicists Medal for Excellence in Teaching 1999, the Concordia University Council on Student Life Teaching Award 1998, and Teaching and Creativity Awards of the Society for Teaching and Learning in Higher Education.

This book’s emphasis on student-student cooperation is particularly evident in chapters 5 and 6. Chapter 5 addresses team work, group projects, group development, roles for group members, and dealing with dysfunctional groups, whereas Chapter 6 focuses on selected methods for using collaborative groups and includes conceptual conflict, Jigsaw, the learning cell, and collaborative concept map.

The book is firmly positioned within the student-centered paradigm. For instance, other topics include writing to learn, constructing student knowledge, changing students’ epistemologies, problem solving, and using the computer to aid teaching.