Note: The first abstract was contributed by Rashmi Kumar and is a combination of the abstract that accompanied the article (the first part of the abstract below) and additions made by Rashmi (the second part of the abstract). The abstracts for all the other articles are the originals which appeared with the articles.

Gratton, L., Voigt, A., & Erickson, T. J. (2007). Bridging faultlines in diverse teams. MIT Sloan Management Review, 48(4), 22-29.

In studying teams at large companies in Europe and the United States, the authors found that diversity and complexity are becoming the rule. Diverse teams bring to bear a range of experiences and attitudes to tackle companies’ hardest challenges. Paradoxically, however, the very nature of team diversity often creates conditions that reduce teams’ innovative capacity. The authors observed many failures in collaboration and knowledge-sharing that resulted from faultlines — subgroups or coalitions that emerge naturally within teams, typically along demographic lines such as age, gender and functional background. Yet the authors found that some teams were able to collaborate and share knowledge despite the presence of faultlines. A defining factor was the behavior of the team leader and, in particular, the extent to which the leader was task-oriented or relationship-oriented.

Where it is likely strong faultlines will emerge, many leaders tend to encourage team members to come together. However, simple socializing can make people’s differences more apparent and cause faultlines to solidify. [The following section was not part of the original abstract.] Faultlines can be surface-level (readily detectable) or deep-level (underlying). The former include characteristics like age, gender, education, and nationality; the latter include attributes such as values, personalities, and knowledge. “Strong faultlines are particularly likely to emerge when all the demographic attributes of the members of the subgroups form distinct, non overlapping categories.” For example, strong faultlines will emerge if all the women on a team are of one nationality and all the men belong to another. To mitigate the divisive effects emerging from the members’ differences, the authors recommend four ideas for team leaders to adopt.

·        Determine the likely extent of the emergence of faultlines (the article contains a tool for predicting the likelihood)

·        Focus on task orientation when a new team is formed

·        Shift to a relationship oriented focus when the communication protocol is well established

·        Continue developing the relationship orientation.

“As a guideline, when all members of a team have developed specific expectations for the project and have negotiated a widely accepted influence structure, then the time is right to switch to a relationship-oriented leadership style.” From there on, creating opportunities for the team members to socialize assists the team to grow and nurtures new abilities among members.

Baldwin Veerkamp, M., Kamps, D. M. [dkamps@ku.edu], & Cooper, L. (2007). The effects of classwide peer tutoring on the reading achievement of urban middle school students. Education & Treatment of Children, 30(2), 21-50.

This study investigated the effects of Classwide Peer Tutoring (CWPT) on the reading skills of urban middle-school students using novels as the curriculum. Teacher-led instruction was compared with CWPT and CWPT plus a lottery contingency for appropriate on-task and tutoring behaviors. Three sixth-grade general education reading classes under the direction of one teacher participated. Data were collected on all students from weekly written tests of vocabulary and comprehension. Additional oral reading rate and academic engagement data were collected from three "low-achieving" target students. Overall, results demonstrated improved performance on weekly tests under CWPT conditions compared with teacher-led instruction. CWPT plus lottery resulted in further increases. Data also revealed differences in the types of academic responses made during teacher-led instruction and CWPT and increases in oral reading rates for two target students. These findings suggest that CWPT, particularly CWPT plus lottery, can improve the reading skills of urban middle school students.

Bock, M. A. [marjorie@acck.edu]. (2007). The impact of social-behavioral learning strategy training on the social interaction skills of four students with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 88-95.

This study examined the effect of a social-behavioral learning strategy intervention (SODA) on the social interaction skills of 4 elementary school children with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the abilities of 4 children with AS to participate in cooperative learning activities, play organized sport games, and visit with their peers during lunch. A multiple-baseline-across-settings design (Tawney & Gast, 1984) was used to analyze social behavior without SODA (baseline) and with SODA (intervention) during fourth- or fifth-grade social studies cooperative learning activities, noon recess, and lunch. Maintenance probes occurred once a month for 5 months following completion of the intervention. The participants benefited from the SODA intervention. They presented increased percentages of time spent learning cooperatively, playing organized sport games, and visiting during lunch when SODA training began. When SODA training discontinued, they maintained high performance across all study conditions, nearly matching those achieved by 4 peers without disabilities. In addition, the participants presented long-term memory of SODA 1 month after maintenance.

Baurain, B. [bbaurain@wheatonalumni.org] (2007). Small group multitasking in literature classes. ELT Journal, 61(3), 237-245.

Faced with the challenge of teaching American literature to large, multilevel classes in Vietnam, the writer developed a flexible small group framework called 'multitasking'. 'Multitasking' sets up stable task categories which rotate among small groups from lesson to lesson. This framework enabled students to work cooperatively in a variety of formats and the teacher to generate a wide range of materials and activities efficiently. It also spurred students to develop more independent learning skills and the teacher to experiment more freely with new techniques. In a narrative and reflective format, in terms both of what he expected and what he experienced, the writer presents the structure, goals, problems, and benefits of this approach.

Effandi Zakaria [effandi@ukm.my], & Zanaton Iksan. (2007). Promoting cooperative learning in science and mathematics education: A Malaysian perspective. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 35-39. Retrieved August 15, 2007 from http://www.ejmste.com/v3n1/EJMSTEv3n1_Zakaria&Iksan.pdf

The purpose of this article is to discuss the current shortcomings in science and mathematics education in Malaysia. The use of cooperative learning as an alternative to traditional method is emphasized. Cooperative learning is grounded in the belief that learning is most effective when students are actively involved in sharing ideas and work cooperatively to complete academic tasks. This article would also focus on selected studies done locally and their expected educational outcomes. A challenge involved in implementing cooperative learning is also discussed.

Hadjioannou, X. (2007). Bringing the background to the foreground: What do classroom environments that support authentic discussions look like? American Educational Research Journal, 44(2), 370-399.

Authentic discussions are analogically oriented classroom interactions where participants present and consider multiple perspectives and often use others' input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation.

Bird, L. [L.Bird@Coventry.ac.uk ] (2007). The 3 'C' design model for networked collaborative e-learning: A tool for novice designers. Innovations in Education and Teaching International, 44(2), 153-167.

This paper outlines a model for online course design aimed at the mainstream majority of university academics rather than at the early adopters of technology. It has been developed from work at Coventry Business School where tutors have been called upon to design online modules for the first time. Like many good tools, the model's key strength is its simplicity, but this simplicity springs from an extensive application of current theoretical thinking on the pedagogy of networked collaborative e-learning. The model forces consideration of some of the key features of online design, and steers the designer away from creating the impoverished online learning experience that can result from an undue emphasis on course content alone. The paper builds on the work of Fowler and Mayes (2000) by examining the underpinning theory surrounding three basic ingredients of an online learning experience and the crucial role played by dialogue and discussion within a social constructivist paradigm of learning.

Iyamu, E. O. S., & Ukadike, J. O. (2007). Perception of self-directed cooperative learning among undergraduate students in selected Nigerian universities. International Journal of Information and Communication Technology Education, 3(4), 13-20.

The current emphasis in the promotion of school learning is on the active involvement of the learners in the learning process. Helping students to develop interest in self-directed cooperative learning is considered to be one of the ways to enhance active learning. This study sought to investigate the views of selected undergraduate education students on the value and constraints of cooperative learning. A 20-item questionnaire was administered to a sample of 600 students from six Nigerian Universities. The results show that students agree to the potency of this learning mode to promote teamwork and communication skills, active learning and achievement among others. The students also agree to the constraints of this learning mode and said they would not wish to engage in it. The recommendations made included the need for teacher educators to give greater attention to the teaching of issues related to this learning mode and students to attend to their classes and reading assignments to make them prepared for gainful cooperative learning.

Ikpeze, C. [cikpeze@sjfc.edu] (2007). Small group collaboration in peer-led electronic discourse: An analysis of group dynamics and interactions involving preservice and inservice teachers. Journal of Technology and Teacher Education, 15(3), 383-407.

While group learning can foster meaningful student-centered learning, caution must be exercised to ensure that true collaboration takes place to maximize the benefits of group learning. Effective, content specific, peer-led electronic group discourses should be incorporated in graduate teacher education classes to help teachers grapple with questions about what improves learning. [...] to reduce the problem of low argumentation or negotiation, educators involved with electronic discourse in graduate teacher education classes should take time to educate the students on skills for harmonious and helpful discourse, how to work online and how to manage interactive learning.

Jaffee, D. [djaffee@unf.edu] (2007). Peer cohorts and the unintended consequences of freshman learning communities. College Teaching, 55(2), 65-71.

First-year programs and freshman learning communities (FLCs) have become an institutionalized feature of the higher-education landscape. Although a vast amount of literature asserts the positive consequences of these programs, less attention has been devoted to the unintended, and occasionally negative, consequences of FLCs. The author identifies the formation of the "peer cohort" as the central intended consequence of FLCs that also produces unintended student behaviors that may hinder student learning, student development, and faculty-student relations. A number of social-psychological theoretical principles are used to illustrate the peer cohort dynamics that emerge in FLCs.

Kahveci, M. [mkahveci@gmail.com], &  Imamoglu, Y. (2007). Interactive learning in mathematics education: Review of recent literature. The Journal of Computers in Mathematics and Science Teaching, 26(2), 137-153.

This review investigates the use of certain types of interaction in mathematics education. These types include interaction between students, interaction between teacher and students, and interaction between students and learning technology. Student-technology interactions are explained by computer programs that use problem-solving strategies and multiple representations. Interaction between teacher and students are explained in two categories, classroom interaction and small group interaction. Teachers need to consider many factors in order to establish a classroom environment to enhance the mathematical understanding of their students. In small cooperative groups, factors that effect interaction are as follows: group composition, type of interaction, effect of teacher, interdependence of students, and nature of the task. We provide some teaching implications of the findings as follows: students should be encouraged to use multiple representations to develop problem-solving strategies; students' motivation to learn should be mastery goal oriented, teachers should try to create contexts for mathematical argumentation; teachers should encourage student participation in classroom discussions; students should be expected to provide mathematical reasoning rather than producing the right answer; and design of tasks should be suitable to promote skills such as mathematical reasoning and metacognition.

Kreie, J.[ jkreie@nmsu.edu], Headrick, R. W., & Steiner, R. (2007). Using team learning to improve student retention. College Teaching, 55(2), 51-56.

In an effort to improve the retention rate in their entry-level information systems course, the authors of this article integrated a team-learning approach into its instructional format. This article describes the steps taken, including how team learning compares with the traditional approach based on lecture with occasional group exercises, and presents data demonstrating the effectiveness of the team-learning approach in terms of student retention and performance. The authors found that the use of team learning significantly increased student retention but did not significantly change performance levels.

Lightner, S. [sharon.lightner@sdsu.edu], Bober, M. J., & Willi, C. (2007). Team-based activities to promote engaged learning. College Teaching, 55(1), 5-18.

Like their counterparts in other disciplines, accounting educators are gradually moving away from talk-and-chalk lectures to project-based learning, real-world problem solving, and team collaboration. Slower to change are the ways in which the impact of these innovative teaching methods have been assessed, with student reactions and traditional performance indicators overemphasized and core interpersonal attributes of the team setting underemphasized. This article reports on a pilot study in which an accounting professor opted to take full advantage of a technology-enhanced classroom to create a stimulating learning environment that promoted student engagement and unique collaborative opportunities.

Napier, N. P., & Johnson, R. D. [roy@gsu.edu], (2007). Technical projects: Understanding teamwork satisfaction in an introductory IS course. Journal of Information Systems Education, 18(1), 39-48.

Information Systems (IS) projects are increasingly staffed by cross-functional teams working together to solve complex tasks. To better prepare students for this business reality, higher education institutions need to integrate team projects within their courses. Despite good intentions, these team projects do not always have the desired outcomes. Often times, the resulting product does not necessarily benefit from the contributions of all team members, and students express frustration when having to work with other team members. Using a combination of qualitative and quantitative methods, we examined factors that might influence teamwork satisfaction on a group database project in an undergraduate IS course. The top three factors found to enhance perceptions of teamwork satisfaction were team spirit, work ethic, and equal team member contributions. The top three factors that serve as barriers to teamwork satisfaction were lack of participation in teams, inadequate technical skills, and poor communication among team members. The quantitative analysis confirmed findings that students in high-collaboration teams were more satisfied than students in low-collaboration teams. Recommendations on structuring satisfying team experiences for students are provided.

Nelson, H. K., Fairchild, M., Grossenbacher, M., & Landers, L. (2007). Examining effective middle grades programs: Stating implications for secondary school reform. American Secondary Education, 35(2), 52-68.

The purpose of this study was to explore the characteristics [cooperative learning was one of those characteristics], core beliefs, and activities of successful middle grades programs. Schools in Florida are held to standards of accountability under the federal No Child Left Behind Act (NCLB), the Florida System of School Improvement and Accountability, and the Florida Secondary Schools Redesign Act. Few schools achieve 100% of NCLB standards and most schools struggle to meet the other requirements. Analyses of the beliefs and actions of schools successful under these mandates would yield significant findings, perhaps generalizable to other middle schools.

Ornelles, C. [cecily@hawaii.edu] (2007). Providing classroom-based intervention to at-risk students to support their academic engagement and interactions with peers. Preventing School Failure, 51(4), 3-12.

In this study, the author used a multiple baseline design to evaluate the effects of a structured intervention on the engagement and initiations of 3 children identified as at-risk for school difficulty. The intervention had two phases. During intervention (Phase 1) the students received 9 15-min instructional sessions. The intervention had 3 components: (a) a focusing activity, (b) strategies for soliciting and providing help, and (c) practice contributing to class discussions. The students received 6 additional instructional sessions focused on self-reflection and self-evaluation for the intervention (Phase 2). A unique aspect of this study was the comparison of data from 3 peers whom the author identified as being typical for the age group. Outcomes indicated increases in the students' engagement in academic activity, initiations, and interactions with peers. The author discusses implications in terms of the importance of engagement and interaction with peers, and the potential of a structured classroom-based intervention to effect change.

Powell, A. [apowell@siue.edu], Bordoloi, B., & Ryan, S. D. (2007). Data flow diagramming skills acquisition: Impact of cooperative versus individual learning. Journal of Information Systems Education, 18(1), 103-112.

Information systems (IS) process modeling using the technique of Data Flow Diagramming (viz., Systems Analysis) can be defined as a complex task for IS designers. This study draws from the domains of educational psychology and organizational behavior in examining the training of novices in conceptual process modeling. Specifically, an experiment was conducted to determine what effects cooperative, team based participation has on self-efficacy and learning outcomes in dataflow diagramming (DFD) tasks. Results showed novice learners of DFDs performed better when working in cooperative teams rather than learning alone. For those learning in cooperative teams, neither team conflict nor team cohesion had any effect on DFD skill acquisition.

Weidner, T. G. [tweidner@bsu.edu], & Popp, J. K.  (2007). Peer-assisted learning and orthopaedic evaluation psychomotor skills. Journal of Athletic Training, 42(1), 113-119.

Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education to provide evidence for PAL's current use or for its use as a pedagogic tool. To assess the effectiveness of intentional, formal PAL on the performance of psychomotor skills and to identify students' perceptions of PAL. Randomized, pretest-posttest experimental design. Athletic Training Research and Education Laboratory. Fifty-one undergraduate students (27 athletic training majors, 24 nonmajors). Review sessions led by either an Approved Clinical Instructor or peer tutor. We assessed pretest and posttest performance scores (number of correct skills) and the amount of time to complete the psychomotor skills in 3 categories of orthopaedic evaluation of the hand and wrist for subjects assigned to either a peer tutor or an Approved Clinical Instructor review group. Using the Athletic Training Peer-Assisted Learning Assessment Survey, we evaluated the perceptions of students assigned to the peer-tutor group regarding the benefits of, and preferences for, PAL. Differences in the pretest-posttest skill scores were noted in both groups (P < .05). No differences in the posttest skills scores or the times to perform the skills were seen between the groups. The Athletic Training Peer-Assisted Learning Assessment Survey revealed that most (n = 19, 70.4%) of the subjects felt less anxious when practicing psychomotor skills with peer tutors than with the laboratory instructor, and many students (n = 12, 44.4%) felt more self-confident when practicing psychomotor skills with a peer tutor. Peer-assisted learning appears to be a valid method for improving athletic training psychomotor skills. Peers can be resources for practicing clinical skills and report benefiting from the collaboration. Peer-assisted learning should be deliberately integrated into athletic training education programs to enhance student learning and collaboration.