Annotated cooperation useful for proposal

Occassional Paper No. 6 

SMALL-GROUP INSTRUCTION: 

AN ANNOTATED BIBLIOGRAPHY OF 

SCIENCE, MATHEMATICS, ENGINEERING AND TECHNOLOGY 

RESOURCES IN HIGHER EDUCATION, 1997 

James Cooper and Pamela Robinson

National Institute for Science Education

University of Wisconsin-Madison

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">December 1997

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">The research reported in this paper was supported by a cooperative agreement between the National

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Science Foundation and the University of Wisconsin-Madison (Cooperative Agreement No. RED-

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">9452971). At UW-Madison, the National Institute for Science Education is housed in the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Wisconsin Center for Education Research and is a collaborative effort of the College of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Agricultural and Life Sciences, the School of Education, the College of Engineering, and the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">College of Letters and Science. The collaborative effort is also joined by the National Center for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Improving Science Education, Washington, DC. Any opinions, findings, or conclusions are those

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of the authors and do not necessarily reflect the view of the supporting agencies.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Preliminary work on this document was supported, in part, Los Angeles Collaborative for Teacher

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Excellence (LACTE), a National Science Foundation-sponsored consortium project housed at

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">California State University, Dominguez Hills. A draft version of this paper appeared in the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Mathematical Association of America’s MAA Notes (#44).

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">INDEX 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Introduction

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Research and Theory Annotations 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Section 1.A. General Cooperative Learning Resources Citations 1-14

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Section 1.B. SMET Cooperative Learning Resources Citations 15-57

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Applications Annotations 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Section 2.A. General Cooperative Learning Resources Citations 58-76

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Section 2.B. SMET Cooperative Learning Resources Citations 77-99

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">SMET Resources Citation Numbers 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Research/Theory and Applications Numbers in bold are especially recommended for new

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">practitioners interested in applications of small-group instruction to a specific discipline.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Agriculture 89

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Biology 37 43 94 99

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Chemistry 15 21 22 39 40 46 97

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Workbook 9 6

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Clinical Science 91 92

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Computer Science 35

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Dental (see Medical/Dental)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Engineering 34 51 79 95

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Chemical 41 80 81

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Civil 83

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Workbook 9 3

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Mathematics 20 26 42 50 85

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Algebra 54 88

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Calculus 16 30 53

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Statistics 17

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Graduate Education 23 24

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Sourcebook 77 82 85

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Teacher Education 48

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Medical/Dental 19 27 47

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Physical Therapy 25

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Meta-analyses

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">SMET 49

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Nursing 28 29 38

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Physics 31 32 87 98

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Sourcebook 9 0

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Science 33 44 52 55 56 78

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Laboratory 36

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Science for Education 18 45 57

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Sourcebook 8 4

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Veterinary Medicine 86

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">General Resources Citation Numbers 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Research/Theory and Applications Numbers in bold are especially recommended for new

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">practitioners interested in applications of small-group instruction.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Applications 58 59 61 62 63 66 71 72 73 74 75 76

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Annotated Bibliographies 12 14

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Meta-analyses 7 8

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Research/Theory 1 2 3 4 5 6 9 10 11 13

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Sourcebooks/Workbooks 60 64 65 67 68 69 70

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Introduction 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">In constructing this bibliography we had rather specific readers in mind: faculty members

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">or administrators involved in science, mathematics, engineering and/or technology (SMET) who

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">are interested in teaching and learning issues. Specifically, these persons would be interested in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">research, theory and/or practice in small-group, cooperative instruction focusing on SMET

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">disciplines in higher education. Cooperative learning is more structured and teacher centered than

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">many other forms of small-group teaching. It tends to emphasize formal instructional procedures

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(designed to ensure that students feel a sense of positive interdependence) and to focus on

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">individual accountability in course grading (as opposed to undifferentiated grades for all members

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of a group, regardless of differing individual contributions). Although this document focuses on

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning, a number of sources dealing with other small-group procedures are included

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">since we feel that they are of interest to the readers.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">This document is not an exhaustive description of small-group instruction relating to SMET

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">or the individual disciplines which SMET encompasses. Our intent is to give readers a snapshot of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">historical and contemporary work in cooperative learning that furnishes a context from which to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">view the field. Readers may choose from a number of resources, depending on interests and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">needs.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Organizational Plan 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">We have organized this bibliography into two major sections, one dealing with Research

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and Theory and the other dealing with Applications. Each of the two major sections is subdivided

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">into two portions, one related to general cooperative-learning issues and one that is specifically

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">focused on SMET-related cooperative-learning issues.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Our reasoning for including a number of general cooperative-learning resources in this

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">bibliography is that SMET-related research on cooperative learning in higher education is a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">relatively new and undeveloped area of inquiry. Many of the authors in the SMET sections of this

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">bibliography were influenced by others who have published work dealing with general applications

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of cooperative and collaborative learning. For readers to have a more complete understanding of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">small-group instruction in higher education and to help set a context for the SMET-related

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">contributions, a number of significant historical and contemporary general contributions to teaching

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and learning are included.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Section 1.A. This section in the bibliography addresses general cooperative-learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">issues dealing with research, theory and practice. The definition of cooperative learning, and how

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">it is similar to and different from other forms of active-learning strategies are among the topics

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">treated. We identify sources documenting the empirical base for cooperative learning and other

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">small-group procedures and place them in a general theoretical setting.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Section 1.B. This section identifies sources which document theoretical and empirical

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">support for the power of cooperative learning as it is used in SMET disciplines. Resources are

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">described which assess the impact of cooperative learning on a number of student outcome

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">measures. The majority of these sources have been published in the 1990s.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Section 2.A. This section focuses on general applications of cooperative learning to the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">classroom. There are many types of cooperative learning. Spencer Kagan (Citation 69 in this

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">document) reports that there may be over 100 different forms. The intent of this section is to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">identify resources which may help readers get a sense of the broad range of structures implemented

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">by practitioners in the field, structures which have been used at all levels of education, with many

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">disciplines and many student populations. Some SMET practitioners may be unaware of the rich

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">variety of techniques available, which are often field-tested by those working with more generic

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">applications of cooperative learning.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Section 2.B. This section, which addresses SMET-related applications of cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning, gives readers a sense of the variety of applications of cooperative learning in a number of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">SMET-related fields.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Guiding Questions 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Faculty and administrators often ask the same fundamental questions about cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning. We identify those questions which many readers of this report may also have and suggest

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">specific resources in the bibliography that will address each.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">What is cooperative learning and how does it differ from other forms of 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">small-group instruction such as lab groups, study groups, collaborative learning 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none">'<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">and problem-based learning? '<span style="font-size:12.0pt; font-family:"Times New Roman","serif"">Matthews, Cooper, Davidson and Hawkes (9) have written a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">short piece using non- technical terminology that describes differences between cooperative and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">collaborative learning. For more detailed treatments of a number of small-group procedures,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">readers may be interested in an article by Jean MacGregor and Barbara Leigh Smith in the Goodsell

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">et al. book (65) or the detailed taxonomy provided by Joe Cuseo (4). A number of other authors

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">included in this bibliography also address the distinctions between cooperative learning and other

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">forms of small-group and active-learning strategies.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Is there research and theory which supports the use of cooperative 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none">'<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">learning? Is there supporting research at the college level? In SMET generally? '

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none">'<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">In my discipline? '<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">The short answer is that there is considerable evidence that cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning is effective in fostering a number of cognitive, attitudinal and other outcomes. Much of the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">work has been done at the pre-collegiate level, as documented by the Johnson, Maruyama,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Johnson, Nelson, & Skon 1981 meta-analysis (8) and the Johnson & Johnson 1989 research and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">theory text (7). These two resources also include research performed at the college level, as do

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Cooper (12) and his associates in three annotated bibliographies published in 1989, 1991 and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">1995. Some of the citations from these bibliographies are included in the current annotated

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">bibliography.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">The best documentation that cooperative learning is effective in SMET disciplines in higher

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">education can be found in the meta-analysis recently completed for NISE by Leonard Springer,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Mary Elizabeth Stanne and Samuel Donovan (49). The NISE group found that SMET classes

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">taught using cooperative learning achieved robust effect sizes (.50) when measuring the impact of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning on student achievement, student attrition and student attitudes. They have

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">identified an ambitious line of future research which will address questions relating to the impact of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning on a number of student outcomes, types of students, and disciplinary areas.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Regarding the impact of cooperative learning on specific SMET-disciplinary areas, the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">college-level research is still relatively new and has yet to be systematically organized. Treisman

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(53) in mathematics, Felder & Brent (80) and Felder (81) in engineering, Heller & her associates

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(31,32) in physics and M. Cooper (21, 22) in chemistry have led colleagues within disciplinary

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">groups demonstrating that small-group work can have a powerful impact on achievement, attrition

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and attitudes among students, particularly women and minorities.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">The research and theory section of this bibliography identifies a number of qualitative and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">quantitative studies which are beginning steps in what we hope will be a long-term commitment by

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">NSF and others to further assess the impact of cooperative learning within and across SMET

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">disciplines, and to organize this information in order to stimulate additional research and applied

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">work. The present authors have recently completed a thematic paper which attempts to assess the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">current status of small-group instruction in college SMET disciplines and to suggest an agenda for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">future research and practice.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Where can I find specific information regarding how to implement 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none">'<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">cooperative learning? I am particularly interested in college-level applications, '

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none">'<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">preferably ones that are specific to my field. '<span style="font-size:12.0pt; font-family:"Times New Roman","serif"">There are a number of workbooks that are

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">useful. Spencer Kagan (69) has written an applied text that identifies over 100 cooperative-learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">techniques. The book is primarily designed for K-6 personnel though it can be useful to highereducation

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">practitioners. Philip Abrami and his colleagues (58) have written a general sourcebook

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">which is designed for both collegiate and precollegiate audiences and combines a good mix of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">research, theory and practice. David and Roger Johnson and Karl Smith (67) have written an

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">excellent workbook that is very popular. Designed for college teachers, it focuses on general

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">applications of cooperative learning. Susan Nurrenbern has recently published a useful

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative-learning workbook (96) specifically designed for chemistry teachers. McNeill and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Bellamy (93) have written a very applied workbook describing how cooperative learning can be

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">used in college engineering classes. Hagelgans et al. (82) have constructed a good workbook

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">designed for college-level math teachers. Readers will want to consult the general and the SMETrelated

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">applied sections of the bibliography for many additional articles about cooperative learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and college teaching.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">For a brief, readable general overview of cooperative learning, the chapter written by

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Barbara Millis (71) is recommended. In it she identifies a variety of small-group procedures in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">clear terms and treats assessment and grading issues.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">The index for this bibliography identifies sources within specific disciplinary areas. The

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">citations in bold identify resources within each discipline that we believe may be particularly useful

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">for the person new to small-group instruction who is interested in very applied materials.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Conclusion 

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">This collection of resources dealing with cooperative learning in college-level SMET

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">disciplines has been a challenge to assemble. We examined hundreds of documents in selecting the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">resources to be contained in this publication. As noted earlier, this bibliography is a work in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">progress that will change and grow as the work in cooperative learning continues to grow. We

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">would like to hear from readers who wish to suggest materials for inclusion in future

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">bibliographies.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Our intent with this document is to give readers a snapshot of the field at a point in time. It

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">is incomplete and not entirely consistent, just as the research, theory and application of cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning in SMET are incomplete and, at times, inconsistent. The work of NISE, NSF, NRC and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">other groups will ultimately provide more focus for this developing body of knowledge. But we

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">believe that an interim report on the state of cooperative learning in SMET disciplines in higher

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">education may serve to stimulate interest in more work which may bring greater coherence to this

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">very young field.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none">'''<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Section 1. RESEARCH and THEORY '''

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none">'''<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Section 1.A. General Cooperative-Learning Resources. '''

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">1. Bouton, C., & Garth, R. (Vol. Eds.) & K. E. Eble, & J. F. Noonan (Series Eds.).

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(1983). Learning in groups. New directions for teaching and learning, 14. San Francisco: Jossey-

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Bass.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A text in which a number of different chapter authors describe research and practice in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">collaborative learning. A good overview concerning how collaborative learning can be applied in a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">variety of college disciplines. Recommended for the new practitioner, and those already

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">implementing collaborative techniques. The text includes an influential chapter dealing with the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Atlas complex by Finkel and Monk. The Atlas complex is thinking that the instructor must take

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">total responsibility for students' success. Finkel and Monk argue that instructors should work

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">collaboratively with students in sharing responsibility for success in the classroom. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">1

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">2. Chickering, A. W., Gamson, Z. F. (1987). Seven principles for good practice in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">undergraduate education. AAHE Bulletin, 3-7.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A report published by AAHE identifying principles of good practice in undergraduate

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">education. Among the principles identified are active learning, cooperation among students and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">frequent contact between faculty and students. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">3. Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">groups. Review of Educational Research, 64 (1), 1-35.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A powerful and persuasive conceptual piece which identifies "conditions under which small

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">groups in classrooms can be productive." The author examines type of discourse between students

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">in both routine learning and more conceptual learning and suggests how task instructions, student

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">preparation and teacher role can be differentially effective in the two types of learning. The author

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">also address status problems in group learning. Not an easy read for most, but well worth the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">effort.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">4. Cuseo, J. (1992, Winter). Collaborative & cooperative learning in higher education: A

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">proposed taxonomy. Cooperative Learning and College Teaching, 2, 2-5.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">This excellent article attempts to identify the variety of cooperative and collaborative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">techniques used in higher education by developing a taxonomy based on the types of interaction: a)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">student-student, b) teacher-teacher, and c) student-teacher. Cuseo describes procedures which are

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">often not clearly distinguished, including cooperative learning, collaborative learning, peer teaching

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and learning communities. He is a contributing editor to the Cooperative Learning and College

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Teaching newsletter and has written many articles dealing with empirical and theoretical issues

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">relating to teaching and learning. Cooperative learning and its effects on student diversity,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">emotional development, critical thinking, and writing across the curriculum are among the topics he

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">has addressed.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">5. Davidson, N., & Worsham, T. (Eds.). (1992). Enhancing thinking through cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning. NY: Teachers College Press.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A powerful book which addresses research, theory and practice concerning how

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning can foster critical thinking. Among chapter authors are many leaders in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning as well as leaders in critical thinking, such as Robert Marzano, Arthur Costa

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and Toni Worsham. Most chapters deal with applications of small-group instruction to develop

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">critical thinking, including a chapter dealing with science instruction and one dealing with math

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">instruction. Highest recommendation.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">6. Hertz-Lazarowitz, R., & Miller, N. (Eds.). (1992). Interaction in cooperative groups: The

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">theoretical anatomy of group learning. Cambridge: Cambridge University Press.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">This is an excellent sourcebook for those interested in academically rigorous discussions of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">empirical and theoretical issues in cooperative learning, focusing on K-12 populations. Difficult

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">reading for most college faculty.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">7. Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">research. Edina, MA: Interaction Book.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A research summary which describes the impact of cooperative learning on a variety of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">outcome measures. Results are reported separately for students of varying ages/grades (grades 1

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">through college and adult). Over 600 studies are cited in this meta-analysis. Must reading for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">anyone interested in research on cooperative learning at any level.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">8. Johnson, D. W., Maruyama, G., Johnson, R. T., Nelson, D., & Skon, L. (1981). Effect

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of cooperative, competitive and individualistic goal structures on achievement: A meta-analysis.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Psychological Bulletin, 89, 47-62.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Influential meta-analysis of cooperative-learning research. A review of 122 studies (largely

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">K-12) which compared the effect of cooperative, competitive and individualistic goal structures in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">promoting student achievement and productivity. Results of the meta-analysis indicate that

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperation was considerably more effective than competitive or individualistic goal structures.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Potential mediating (explanatory) variables accounting for the results are described. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">1

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">9. Matthews, R. S., Cooper, J. L., Davidson, N., & Hawkes, P. (1995, July/August).

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Building bridges between cooperative and collaborative learning. Change, 2, 35-40.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An interesting description of the similarities and differences between cooperative and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">collaborative learning, co-written by authors identified with each of the two approaches. Includes a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">good annotated bibliography of resources in both fields.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">10. Millis, B. J. (1991). Fulfilling the promise of the "seven principles" through cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning: Action agenda for the university classroom. Journal on Excellence in College Teaching,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">2, 139-144.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A good article which indicates how cooperative learning implements the Seven Principles

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of Good Practice in Undergraduate Education reported by Chickering and Gamson in The

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Wingspread Journal (AAHE). Highly recommended. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">11. O'Donnell, A. M., & Dansereau, D. F. (1992). Scripted cooperation in student dyads: A

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">& N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(pp. 120-141). Cambridge: Cambridge University Press.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A thought-provoking chapter by two leaders of cooperative-learning research in higher

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">education. They detail their extensive research assessing the impact of various manipulations of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative-learning features on a number of outcome measures. Among the emerging findings

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">they report: a) active engagement rather than passive involvement resulted in better performance on

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">a variety of outcome measures (many relating to scientific technical information), b) use of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning for one task resulted in successful transfer of skills to other individuallycompleted

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">tasks, c) teacher-structured cooperative-learning activities rather than student-structured

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">dyadic (paired) activities generally produced better cognitive and affective performance, and d)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">heterogeneous dyads performed better than homogeneous dyads (largely due to increased

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">performance by the lower-achieving member of the dyad). Most of this chapter deals with a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">specific cooperative-learning technique using dyads, called Scripted Cooperation, used in shortterm

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">laboratory studies. However, this chapter is for serious students of cooperative learning in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">higher education. Dansereau and O'Donnell have conducted many studies of cooperative learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">in higher education, most of which have been well-controlled, short-term studies using dyads.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">12. Robinson, P., & Cooper, J. (1995). An annotated bibliography of cooperative learning in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">higher education: Part III--the 1990s. Stillwater, OK: New Forums Press.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">The third in a series of annotated bibliographies completed by Cooper and his associates,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">all dealing with cooperative and collaborative learning in higher education (the others were

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">published in 1989 and 1991). The 1995 bibliography contains 55 citations and is indexed by

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">academic discipline (e.g., Physical Science, Engineering and Math, Biological and Health

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Sciences, Management and Business). There are separate sections for Research and Theory and for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Applied work.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">13. Sharan, S. (1990). Cooperative learning: Theory and research. New York: Praeger.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Although written with K-12 applications in mind, this book is must reading for anyone

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">interested in research, theory and practice in cooperative learning. Twelve chapters written by

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">various authors deal with such issues as causal mechanisms and cooperative learning, cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning and achievement, and a perspective on research and practice in cooperative learning.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Chapter authors include many of the influential thinkers in the cooperative-learning community,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">including Slavin and the Johnsons. Highly recommended. <span style="font-size:7.0pt;font-family: "Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">14. Totten, S., Sills, T., Digby, A., & Russ, P. (1991). Cooperative learning: A guide to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">research. New York: Garland.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A book of 390 pages in which the authors present annotated bibliographies of the research

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">in cooperative learning. Separate chapters contain bibliographies for various types of cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning (e.g., Jigsaw, Group Investigation), disciplinary areas, student outcomes affected by

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning (e.g., mathematics, science, social skills) and other topics. The authors also

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">present information on films, games, newsletters and organizations associated with cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning. An excellent 18-page overview and introduction is also provided. The focus is largely on

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">precollegiate work, reflecting the historical emphasis of cooperative-learning researchers. Must

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">reading for anyone interested in research on cooperative learning (and interesting reading for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">practitioners wanting to find out more about applications of cooperative learning). <span style="font-size: 7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none">'''<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Section 1.B. SMET-Related Cooperative-Learning Resources. '''

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">15. Basili, P. A., & Sanford, J. P. (1991). Conceptual change strategies and cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">group work in chemistry. Journal of Research in Science Teaching, 28, 293-304.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An outstanding article comparing cooperative learning to a more traditional method of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">teaching introductory chemistry at a suburban community college. The researchers found that

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperatively-taught students had significantly lower misperceptions concerning chemistry

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">concepts than traditionally-taught students and scored higher on an achievement test. The authors

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">discuss four conditions for bringing about conceptual change in students first identified by Posner,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">et al. (1982): a) dissatisfaction with their present concepts, b) the correct concept must be

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">intelligible, c) the correct concept must be plausible, and d) the correct concept must be useful. The

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">authors present a fascinating discussion of how these conditions relate to conceptual change in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">chemistry using quantitative and qualitative data collection.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">16. Bonsangue, M. (1994). An efficacy study of the calculus workshop model. CBMS Issues

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">in Collegiate Mathematics Education, 4, 117-137.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An examination of an adaptation of Treisman's calculus workshop model for students at

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">California State University, Pomona. Bonsangue found: a) no significant differences on a variety

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of pre-enrollment measures of achievement between minority students participating in the program

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and those not participating, b) minority students participating in the workshop had a .6 higher

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">mean GPA in calculus than minority non-participants and a much higher completion rate for the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">calculus sequences and math-based majors, c) the effects on academic achievement and persistence

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">were particularly powerful for women, d) black and Latino workshop participants achieved at or

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">above the level of all other ethnic groups at CSU Pomona, as measured by GPA in calculus and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">number of attempts required to complete the calculus sequence.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">17. Bonsangue, M. (1991, January). Achievement effects of collaborative learning in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">introductory statistics: A time series residual analysis. Paper presented at the Joint Annual Meeting

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of the Mathematical Association of America/The American Mathematical Society, San Francisco,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">CA.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A study showing the benefits of collaborative/cooperative learning in an introductory

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">statistics class. Comparison of control and experimental groups showed no difference on the first

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">examination but significant differences in favor of the experimental group at measurement points

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">thereafter. The study found evidence to support collaborative/cooperative learning as a useful

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">alternative teaching method in mathematics. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">18. Burron, B., James, M. L., & Ambrosio, A. L. (1993). The effects of cooperative learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">in a physical science course for elementary/middle level preservice teachers. Journal of Research in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Science Teaching, 30, 697-707.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A comparison of traditionally-versus cooperatively-structured laboratory sections of a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">physical science course for preservice teachers. Two sections of the lab were taught using the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Johnson's Learning Together technique and two using a traditional format. No significant

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">differences were found in student achievement between the two instructional formats. Classroom

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">observations of the two groups revealed that the cooperatively-taught students demonstrated more

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">gains in collaborative behavior than comparison students. A posttest of student satisfaction with the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">course given only to the cooperatively-taught students indicated high levels of satisfaction.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">19. Chang, G., Cook, D., Maguire, T., Skakun, E., Yakimets, W. W., & Warnock, G. L.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(1994). Problem-based learning: Its role in undergraduate surgical education. Canadian Journal of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Surgery, 38 (1), 13-21.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A report of the appropriate role of problem-based learning (PBL) in the undergraduate

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">clinical surgery course. The authors report that meta-analyses of the effects of PBL in medical

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">education indicate that it is equal to more traditional forms of instruction in fostering knowledge

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(rote) skills such as those tested in the National Board of Medical Examiners' tests. However,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">according to the authors, PBL produces more enthusiasm and more positive attitudes toward

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning than more traditional methods.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">20. Committee on the Mathematical Sciences in the Year 2000. (1991). Moving beyond myths:

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Revitalizing undergraduate mathematics. Washington, DC: National Academy Press.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A 65-page report of a committee of 20 academics, leaders of industry and public-policy

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">makers, sponsored by the National Research Council. The report calls for: a) engaging college

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">math faculty in issues of teaching and learning, b) elevating mathematics teaching to the same level

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">as mathematics research, c) achieving parity for women and minorities in mathematics, and d)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">teaching in ways that engage students. The report decries overreliance on passive modes of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">instruction, including the lecture method, in favor of small-group instruction focusing on higherorder

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">math skills.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">21. Cooper, M. M. (1995). Cooperative chemistry laboratories. Journal of Chemical

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Education, 71, 307.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A description of cooperatively-taught chemistry labs at Clemson University which enroll as

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">many as 2000 students per semester. Student teams work on three open-ended, multi-step projects

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">per semester, rather than more traditional one-lab-period-closed exercises. TAs are trained to work

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">with students as coaches and facilitators rather than teacher-experts. The author reports the results

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of a study in which half of the students in introductory chemistry received cooperatively-taught

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">labs and the other half were taught using traditional procedures (all received the same lecture). She

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">indicates that students in the cooperatively-taught labs reported more positive lab experiences and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">believed they learned more. Lecture-students' grades were 2-10% higher for women in cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">labs than women in traditional labs. Course drop-out rate for women in the cooperatively-taught

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">labs was 13%, compared with 21% for women in traditional labs. No achievement or drop-out rate

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">differences were observed for men in the two lab formats.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">22. Cooper, M. M. (1995). Cooperative learning: An approach for large-enrollment courses.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Journal of Chemical Education, 72, 162-164.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">The author describes the advantages and disadvantages of cooperative learning in general,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and in large-lecture classes. She offers advice to instructors regarding preparation for cooperativelearning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">classes, with an emphasis on preparing for large classes. She reports on student attitudinal

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">responses ("overwhelmingly positive") in a class of 190. Eight sample group-quiz problems that

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">could be used in mid-lecture to stimulate discussion are also included. See Eric Mazur's article

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(#90) describing his work in physics for a similar lecture/quiz technique.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">23. Courtney, D. P, Courtney, M., & Nicholson, D. (1992, November). The effect of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning as an instructional practice at the college level. Paper presented at the Annual

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Meeting of the Mid-South Educational Research Association, Knoxville, TN. (ERIC Document

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Reproduction Services No. ED 354 808)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A comparison of cooperative learning and a traditional lecture approach to the teaching of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">graduate-education statistics. The authors found no differences in achievement between the two

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">sections on two multiple-choice achievement tests. They report highly favorable qualitative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">responses made by the cooperative learning students about self motivation, self efficacy, level of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">anxiety and social cohesiveness. This study has significant methodological flaws. <span style="font-size: 7.0pt;font-family:"Times New Roman","serif"">3

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">24. Davis, R. B., Maher, C. A., & Noddings, N. (Eds.). (1990). Constructivist views on the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">teaching and learning of mathematics (Journal for Research in Mathematics Education Monograph

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">No. 4). Reston, VA: National Council of Teachers of Mathematics.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A powerful exposition of the constructivist position as it relates to theory and practice in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">mathematics. A variety of authors in this theme issue of the journal describe the history and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">philosophy of constructivism and the implications of this position for learning and teacher training.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Highly recommended.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">25. DeClute, J., & Ladyshewsky, R. (1993). Enhancing clinical competence using a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">collaborative clinical education model. Physical Therapy, 73, 683-697.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A study which compared a 2:1 student to instructor ratio in the teaching of clinical skills in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">physical therapy with a more traditional 1:1 ratio. The authors found that the 2:1 ratio (which they

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">characterized as a collaborative- or cooperative-learning model) produced higher performance on

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the clinical competence assessment form generated by the university. Three commentaries are

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">appended to the article critiquing the collaborative model and the study itself. The authors'

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">responses to the commentaries are also included.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">26. Dees, R. L. (1991). The role of cooperative learning in increasing problem-solving ability

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">in a college remedial course. Journal for Research in Mathematics Education, 22, 409-421.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A comparison of cooperatively- and traditionally-structured discussion sections of a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">remedial mathematics college course enrolling approximately 100 students per semester. The

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">researcher found that cooperatively-taught students developed better higher-order math skills than

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the traditionally-taught students. The cooperatively-taught students had more skill in solving word

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">problems in algebra and proof writing in geometry. The procedures used in the sections identified

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">as using cooperative learning implemented somewhat informal small-group techniques, rather than

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">formal cooperative-learning structures.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">27. Duckwall, J. M., Arnold, L., Willoughby, T. L., Calkins, E. V., and Hamburger, S. C.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(1990). An assessment of the student partnership program at the University of Missouri-Kansas

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">City School of Medicine. Academic Medicine, 65, 697-701.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A report of a partnership program at the University of Missouri-Kansas City School of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Medicine. The program combines a bachelor's degree with a medical degree in a six-year course of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">study. Third-year students are paired with fifth-year students in a two-month internal-medicine

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">rotation required of all students during the last four years of the program. Teams of 12 students are

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">supervised by medical faculty. Survey and interview results presented in this article report

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">generally positive results of the student pairings. The authors recommend that those wishing to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">maximize success in similar programs should: a) have training sessions for students and teachers to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">clarify expectations, teach interpersonal skills and engender commitment to the program, b) use

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">teacher-directed assignment of pairs (rather than random assignment), and c) create an environment

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of cooperation rather than competition for grades.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">28. Frierson, H. T. (1986). Two intervention methods: Effects on groups of predominantly

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">black nursing students' board scores. Journal of Research and Development in Education, 19, (3)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">18-23.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A study of 139 nursing students who attended a predominantly black state college.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Students studying cooperatively for the state nursing board exam and who also received instruction

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">in test-taking strategies received higher board exam scores than nursing students who received no

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">intervention or who received just test-taking strategies instruction. <span style="font-size:7.0pt; font-family:"Times New Roman","serif"">1

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">29. Frierson, H. T., Jr. (1987, Spring). Academic performance in predominantly black

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">nursing classes: Effects associated with intervention designed for standardized test preparation.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Journal of Research and Development in Education, 20 (3) 37-40.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An elaboration of the Frierson (1986) article (#28) dealing with the effects of cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning on the performance of nursing students at a minority institution taking the state nursing

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">certification exam. In the study described in this, and the 1986, article one group of students was

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">exposed to a traditional-instruction method, another group received regular instruction plus eight

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">hours of test-taking instruction. A third group of students received regular instruction plus twelve

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">hours of instruction combining test-taking strategies with cooperative learning. Both experimental

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">groups received higher GPAs than the traditionally-taught comparison group. However, the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students receiving the cooperative-learning intervention had a substantially higher GPA than the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students in the other two groups. In addition, the students in the cooperative-learning group

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">increased their GPA from a Fall semester mean of 2.21 to a Spring semester mean of 3.09.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">30. Garland, M. (1993). The mathematics workshop model: An interview with Uri Treisman.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Journal of Developmental Education, 16, 14-16, 18, 20, 22.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An interview with Uri Treisman whose work with minority students in calculus brought

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">national attention to small-group instruction in the 1980s. Treisman indicates that to increase the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">academic performance of at-risk students a fundamental re-examination of the curriculum and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">related services must be instituted (including but not limited to cooperative learning). An interesting

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">insight into the mind of a successful educational change agent examining twenty years of tilting at

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the status quo.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">31. Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative grouping. Part 1: Group versus individual problem solving. American Journal of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Physics Teachers, 60, 627-636.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">32. Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">grouping. Part 2: Designing problems and structuring groups. American Journal of Physics

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Teachers, 60, 637-644.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A fascinating description of how cooperative learning can be combined with explicit

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">("expert") problem-solving strategies to foster improved problem solving in college physics classes

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(although this article would be of interest to those in math, engineering and a variety of other

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">science-related fields as well). Part 1 details how the authors taught a five-step problem-solving

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">strategy to their students and combined the techniques with the use of context-rich, real-world

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">problem sets (as opposed to rote, textbook problems). The problem sets were solved in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative-learning groups. The authors found that such a curricular and instructional approach

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">had a significant impact on conceptual understanding, usefulness of the physics description and the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">matching of the description with the mathematics needed to solve the problems. They also found

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">that the positive effect of the intervention was significant for students at all ability levels (including

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the best students). When students in the classes described above were compared with students

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">taught with more traditional instruction on two exercise problems, the cooperative learning students

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">performed at a much higher level. Part 2 describes practical advice for implementing the techniques

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">described in Part 1. The authors offer their advice on such issues as optimal group size (three or

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">four on a team is better than two, and teams of three are the best) and gender composition of the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">three-person teams favored by the authors (same sex teams, and teams with two females and one

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">male are better than teams with two males and one female). The authors favor heterogeneouslyformed

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">teams based on achievement. They also give advice on forming and testing "context-rich"

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">problems. Highest recommendation for college teachers in all disciplines. <span style="font-size:7.0pt; font-family:"Times New Roman","serif"">3

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">33. Hooper, S., Sales, G., & Rysavy, S. D. M. (1994). Generating summaries and analogies

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">alone and in pairs. Contemporary Educational Psychology, 19, 53-62.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A short-term study in which students worked alone or in pairs to master a 6200-word text

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">passage dealing with marine life. Some students were given instructions to use analogies in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning the content of the passages, others were given instructions to generate summaries of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">paragraphs within the passages and others were given neither analogy nor summarizing (cognitive

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">elaboration) strategies. Students working alone scored higher than students working in pairs on a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">test of rote knowledge of the passage content. Students using cognitive-elaboration strategies

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">scored higher than those using analogies. Learning rates or efficiency was higher for students

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">working alone. The authors hypothesize that the relatively poor performance for pairs may be that

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the dyads did not perceive positive interdependence between each other and did not participate in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">self evaluation, factors considered essential in small-group learning, according to Johnson,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Johnson, and Smith (1991) and other cooperative-learning theorists. <span style="font-size:7.0pt; font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">34. Jones, J. D., & Brickner, D. (1996, June). Implementation of cooperative learning in a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">large-enrollment basic-mechanics course. Paper presented at the American Society for Engineering

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Education Annual Conference, Washington DC.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A well-designed comparison of two sophomore-level basic-mechanics classes lasting one

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">year and having enrollments of around 100. The cooperatively-taught class used a highlystructured

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">procedure consisting of mini-lecture, sample problem analysis and collaborative problem

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">sets which were completed during each class meeting. The traditionally-taught class used a lecture

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">method of instruction. The cooperatively-taught classes generally achieved at a higher level on inclass

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">exams, course grade and reported more positive attitudes on a survey of work habits and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">attitudes, particularly attitudes toward the teacher. There were positive anecdotal responses

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">concerning the course from 90-95% of the students in the cooperatively-taught section. The

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">authors suggest that random formation of groups is as effective as teacher formation of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">heterogeneous groups. They base their perceptions about group formation on their in-class

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">experiences rather than more formal research procedures.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">35. Kacer, R., Rocklin, T., & Weinholtz, D. (1992). Individual versus small group instruction

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of computer applications: A quantitative and qualitative comparison. Journal of Computing in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Teacher Education, 9 (1), 6-12.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A study in which groups of students in a computer-applications class were randomly

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">assigned to work either alone or in cooperative-learning groups. Quantitative measures revealed no

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">difference between the groups on achievement or attitude. Qualitative measures suggested that the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative-learning students engaged in more planning activities and had better conceptual

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">understanding of the content.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">36. Lawrenz, F., & Munch, T. W. (1984). The effect of grouping of laboratory students on

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">selected educational outcomes. Journal of Research in Science Teaching, 21, 699-708.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A study comparing three ways of forming teams in a laboratory science class taught to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">undergraduate education students. Students in groups formed heterogeneously and homogeneously

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(based on reasoning ability) received higher scores on a posttest of science knowledge relative to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students in self-selected teams. Students in classes using heterogeneously-formed teams did not

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">differ in achievement from students in classes using homogeneous grouping. No differences

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">between the three grouping conditions were observed in measures of students' perceptions of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">classroom environment.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">37. Lord, T. R. (1994). Using constructivism to enhance student learning in college biology.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Journal of College Science Teaching, 23, 346-348.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A short article in which the author presents a detailed description of a cell-division lesson in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">a biology class for non-majors. The author uses as his constructivist conceptual base a 5E model

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">attributed to Rodger Bybee. The five elements of the teaching model are Engage, Explore, Explain,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Elaborate and Evaluate. Must reading for biology teachers and others interested in keeping students

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">actively involved in science classes.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">38. Lundeberg, M. A., & Moch, S. D. (1995). Influence of social interaction on cognition:

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Connected learning in science. Journal of Higher Education, 66, 312-335.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A qualitative study that uses Supplemental Instruction in health-science classes taken by

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">female nursing students. Based on a variety of data-collection procedures, the authors suggest that

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">female students in science classes may learn best when: a) a sense of cooperation and community is

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">fostered in the classroom, b) risk taking is encouraged, c) power is shifted from the instructor to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the students, d) students assess their own and their colleagues' knowledge in an ongoing fashion,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and e) abstract concepts are related to the students' lives.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">39. Marks, M. (1991). Cooperative learning in chemistry. College Park, MD: Center for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Teaching Excellence.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Marks describes the process of designing and implementing cooperative learning in an

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">honors chemistry class at a university. He reports favorable results from questionnaires

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">administered to the students regarding attitudes about cooperative learning, and includes some of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the dialogue from student interviews about the cooperative-learning techniques used in the class.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">This honors chemistry class had a higher average score on a final exam that was also administered

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">to a regular section of chemistry and another honors section not using cooperative-learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">techniques. The instructors were also interviewed and said that cooperative learning "keeps the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students involved," and that they do not teach but "provide a way for students to learn." <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">40. Martin, G. D. (1995). Cooperative learning in chemistry tutorials: Assessing the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">effectiveness of group learning strategies. Journal of College Science Teaching, 25, 20-23.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">In interesting action-research study of an introductory chemistry course for non-majors.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Students in tutorial classes of 56 students were exposed to three versions of Jigsaw, a cooperativelearning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">structure in which students work in expert groups to learn specific content, then teach that

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">content to others in their four-person base groups. In Method One, each of the base group

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">members were given specific questions to answer in their expert groups and then shared those

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">answers with their base groups. In Method Two, team members were given general areas of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">content to study in expert groups, then went back to their base groups, where they were given

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">specific questions to answer (and, it was hoped, to teach to the other members of their base

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">groups). In Method Three, members were given general areas to study in expert groups, then they

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">were given specific questions to answer in their base groups, just as in Method Two. In Methods

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">One and Two, base teams submitted one answer sheet for the entire team. The same group grade

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">was assigned for all members of a given base team. Method Three differed from Methods One and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Two in that each base group member submitted individual worksheets and received individual

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">grades. The author reports that students overwhelmingly preferred Method Three. He also reports

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">that students in Methods One and Two appeared to be inclined to simply staple their individual

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">work together and not discuss the sub-components of the entire task. The finding that group work

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and group grading is less effective than group work combined with individual accountability for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">individual achievement is consistent with good cooperative-learning practice as noted by scholars

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">such as Robert Slavin and Spencer Kagan. Collaborative-learning practitioners and theorists often

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">endorse group grading.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">41. Mohr, P. H. (1995). Cognitive development in college men and women as measured on

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the Perry scheme when learning and teaching styles are addressed in a chemical engineering

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">curriculum. (Doctoral dissertation, North Carolina State University, 1995). Dissertation Abstracts

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">International, 56 (08), 3020A.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A study comparing differences in Perry's cognitive-development positions for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">undergraduate chemical-engineering students exposed to cooperatively-taught classes versus those

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">exposed to more traditional forms of instruction. Students (both male and female) exposed to the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperatively-taught classes demonstrated greater gains in Perry positions than students exposed to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">traditional-instructional formats.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">42. Norwood, K. S. (1995). The effects of the use of problem solving and cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning on the mathematics achievement of underprepared college freshmen. Primus, 5, 229- 252.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A study of a relatively large section of a remedial (non-credit) math class taught using

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning versus a class taught using a lecture format at North Carolina State University.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Students in the cooperatively-taught section did substantially better in the next (for credit)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">precalculus math class: a) 70% of the experimental-group students passed the precalculus class

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(versus 46% of the comparison-group students), and b) 55% of the experimental-group students

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">equaled or exceeded the prerequisite class grades for the precalculus course (versus 10% among

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the comparison-group students).

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">43. Posner, H. B., & Markstein, J. A. (1994). Cooperative learning in introductory cell and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">molecular biology. Journal of College Science Teaching, 23, 231-233.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A study comparing the use of cooperative learning to more traditional methods of teaching

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">discussion sections of large enrollment introductory cell and molecular biology courses. The

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">researchers found that: a) retention rates for minority students in cooperatively-taught sections

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">substantially exceeded rates for similar students in traditional sections, b) grades for regularlyadmitted

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">minority students were higher in the cooperatively-taught sections relative to regularlyadmitted

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">minority students in traditionally-taught sections, c) student attitudes in cooperativelytaught

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">sections were generally positive, and d) minority-student enrollment in advanced biology

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">courses increased after implementation of cooperative learning in the introductory course.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">However, cooperatively-taught sections did not produce significantly different effects on minoritystudents'

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">grades among special-admissions students relative to comparable students in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">traditionally-taught classes. Also, the study was confounded in that cooperatively-taught sections

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">had more than one discussion leader per section.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">44. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A fascinating article that argues that for conceptual change (accommodation) to occur in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students four conditions must be present. First, there must be dissatisfaction with existing

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">conceptions. Second, the new conception must be intelligible to the learner. This intelligibility is

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">often fostered by the use of analogies and metaphors. Third, the new conception must appear

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">initially plausible. Often this involves consistency of the new concept with existing knowledge.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Fourth, the new concept should suggest the possibility of a fruitful extension to new areas of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">inquiry. The authors discuss the implications of their formulation for curriculum and teaching.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Although the authors do not specifically discuss cooperative learning, their recommendations for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">teaching are consistent with cooperative-learning techniques (e.g., creating cognitive conflict,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">organizing instruction so the teacher is a facilitator not a lecturer, using multiple presentation modes

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and multiple modes of assessment for student errors in thinking). Highest recommendation.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">45. Roth, W., & Roychoudhury, A. (1993). Using Vee and concept maps in collaborative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">settings: Elementary education majors construct meaning in physical science courses. School

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Science and Mathematics, 93, 237-244.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A qualitative study of the impact of using collaborative learning, concept maps and Vee

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">mapping in a course in physics methods for elementary education (n=27). Authors report that over

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the term the use of collaborative learning and mapping caused students to produce maps containing

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">larger numbers of meaningful, relevant concepts and increased positive affect (attitude) of students

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">toward the pedagogy. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">46. Ryan, M. A., Robinson, D., & Carmichael, J. W., Jr. (1980). A Piagetian-based general

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">chemistry laboratory program for science majors. Journal of Chemical Education, 57, 642-645.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Describes a chemistry program at a historically-black college based on the principles of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">collaborative learning and Piaget. Data-analysis focus is on a chemistry lab taught using a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Piagetian/collaborative approach versus a more traditional approach. Authors conclude that

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students performed equally well on a "skills-based" final exam but that experimental-group

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students performed better on a Piagetian-like test, rated the course higher on a post-course

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">evaluation and had better attendance. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">47. Shaw, M. E., Ackerman, B., McCown, N. E., Worsham, A. P., Haugh, L. D.,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Gebhardt, B. M., & Small, P. A., Jr. (1979). Interaction patterns and facilitation of peer learning.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Small Group Behavior, 10, 214-223.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A study conducted on first-year medical and dental students enrolled in an immunology

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">course. The authors found that group members who gave information to peers in their small

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">groups were perceived as facilitating group performances. However, group members asking for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">information were more important in actual facilitation of group learning.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">48. Shearn, E., & Davidson, N. (1989, March). Use of small-group teaching and cognitive

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">developmental instruction in a mathematical course for prospective elementary school teachers.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Paper presented at the Meeting of the American Education Research Association, San Francisco.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Two groups of teacher trainees taking an introductory math course were exposed to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning. Cognitive development (based on Perry's model) and students' self concept

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">increased from pretest to posttest. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">49. Springer, L., Stanne, M. E., & Donovan, S. (1997, April). Effects of cooperative learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">on academic achievement among undergraduates in science, mathematics, engineering, and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">technology: A meta-analysis (Unpublished Report). Madison, WI: University of Wisconsin-

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Madison and National Center for Improving Science Education, The National Institute for Science

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Education.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A significant addition to the literature on cooperative learning in SMET disciplines in higher

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">education. The authors provide a brief introduction to cooperative-learning research and theory,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">then detail their meta-analysis methodology, results and conclusions. They focused on classroombased

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">research and concluded that "cooperative learning is more effective than traditional forms of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">instruction" in science and mathematics courses for three primary outcomes: achievement, attrition

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and attitude toward the discipline. This study is the best evidence documenting the power of smallgroup

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">instruction in SMET disciplines since it summarizes the work described in 86 publications

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and incorporates the findings of 39 research studies that used well-controlled methodologies with

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">college and adult populations.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">50. Steen, L. A. (1992). 20 questions that deans should ask their mathematics department (Or,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">that a sharp department will ask itself.). AAHE Bulletin, 44, (9), 3-6.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A highly readable brief article that calls for a re-examination of the ways in which

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">mathematics is taught at the college level. The author, a contributor to the National Research

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Council publication Moving Beyond Myths: Revitalizing Undergraduate Mathematics, summarizes

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the findings of that 1991 report. He also describes the 1989 report of the National Council of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Teachers of Mathematics. Both publications call for more active learning/teaching and a greater

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">emphasis on higher-order thinking in the math classroom. The central role of mathematics in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">influencing attrition rates, particularly for women and minorities, is also addressed. The author

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">calls for greater attention to professional development for college mathematics teachers dealing with

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">such topics as effective teaching and assessment.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">51. Terwilliger, C. D., & Groccia, J. E. (In press). A comparative assessment of students’

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">experiences in two instructional formats of an introductory materials science course. Journal of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Engineering Education, 86.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A comparison of two ways of teaching a materials science (engineering) course for classes

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of 62-116 students at WPI (formerly Worcester Polytechnic Institute). A traditional-lecture

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">approach was compared with an active-learning procedure which included: a) active lectures, b)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">group assignments, and c) use of cooperative learning. The active-learning approach used

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">undergraduate Peer Learning Assistants and graduate Teaching Assistants to manage the learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">teams. The active-learning approach was equal to or superior to the traditional approach in many

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">outcome measures including: a) rote and higher-order knowledge of course content, b)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">interpersonal skills, and c) course satisfaction.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">52. Tobias, S. (1990). They're not dumb. They're different. A new "tier of talent" for science.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Change, 22, 110-30.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An excerpt from Tobias' well-known book They're Not Dumb. They're Different. Tobias

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">conducted a qualitative study in which seven auditors attended physics and chemistry classes as if

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">they were students and kept logs of their responses to the classes. Tobias found that women

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">perceive science classes as unfriendly and are "uncomfortable" working in the intensely

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">competitive environment of many introductory science classes. Tobias' findings coincide with a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">University of Michigan study that found that women (and other students who were academically

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">qualified to major in science but chose not to) would perform better in "cooperative and interactive

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">modes of learning" and "if scientific knowledge were more closely linked to important societal

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">issues."

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">53. Treisman, U. (1985). A study of the mathematics performance of black students at the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">University of California, Berkeley (Doctoral dissertation, University of California, Berkeley,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">1986). Dissertation Abstracts International, 47, 1641-A.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A description of Treisman's important research concerning collaborative learning with

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">minority math students at Berkeley. Black students enrolled in this enrichment program received

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">significantly higher grade-point averages in freshman calculus, graduated in math-based majors

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">four times more often and had significantly lower attrition rates than comparable black students not

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">enrolled in the program. Treisman's model is now used at a number of colleges in math, science

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and engineering programs, with minority and other students. <span style="font-size:7.0pt;font-family: "Times New Roman","serif"">1

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">54. Valentino, V. R. (1988). A study of achievement, anxiety, and attitude toward mathematics

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">in college algebra students using small group interaction methods. (Doctoral dissertation, West

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Virginia University, 1988). Dissertation Abstracts International, 50 (02), 379A.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A comparison of a highly-structured form of cooperative learning known as STAD (Slavin,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">1995) with a lecture method of teaching college algebra. Students in the cooperatively-taught

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">section had higher course-completion rates, lowered math anxiety and more positive attitudes

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">toward mathematics. Math achievement scores were generally higher in the cooperatively-taught

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">class (though not statistically significant).

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">55. Watson, B. B., & Marshall, J. E. (1995). Effects of cooperative incentives and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">heterogeneous arrangement on achievement and interaction of cooperative-learning groups in a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">college life science course. Journal of Research in Science Teaching, 32, 291-299.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A relatively well-controlled study of cooperative incentives and heterogeneous grouping in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">a college life-science course for education majors. The treatment lasted four weeks and involved

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">using a Jigsaw instructional technique with a multiple-choice science-achievement test used as the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">dependent measure. Jigsaw is a technique in which each team member is responsible for learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">different elements of an assignment, then teaching that element to teammates. The researchers

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">reported no achievement differences for students put in 3-4 person cooperative teams formed

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">heterogeneously versus homogeneously (based on science achievement pretest scores). No

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">achievement differences were found for students given grade incentives for group performance

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">relative to students given individual performance grades. The authors report that these findings are

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">inconsistent with research and practice reported at the precollegiate level (although they report that

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the research on homogeneous versus heterogeneous team formation at precollegiate levels is

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">inconsistent).

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">56. Weissglass, J. (1993). Small-group learning. The American Mathematical Monthly, 100,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">662-668.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A personal account of how one mathematics professor came to use small-group learning in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">his college classes. The author offers advice on a number of issues relating to small-group

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">instruction, including how to get started, how to address student needs and concerns and how to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">develop institutional support. Weissglass has been at the forefront of reform in mathematics

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">education for many years.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">57. Yager, R. E., & Huang, D. (1994). An alternative approach to college science education

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">for nonscience majors. Journal of College Science Teaching, 24, 98-100.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A short article dealing with small-group instruction using a problem-based approach in a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">human biology course for education majors in Taiwan. Students exposed to the collaborative,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">problem-based approach performed at a higher level than students exposed to a lecture method on

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">posttest measures of: a) mastery of biology knowledge, b) understanding of scientific processes

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and application, c) attitudes toward science, and d) creativity.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none">'''<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Section 2. APPLICATIONS '''

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none">'''<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Section 2.A. General Cooperative-Learning Resources. '''

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">58. Abrami, P. C., Chambers, B., Poulsen, C., De Simone, C., d'Apollonia, S., Howden, J.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(1995). Classroom connections: Understanding and using cooperative learning. Toronto, Ontario,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Canada: Harcourt Brace.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A very good handbook that covers empirical, theoretical and practical issues regarding

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning. The authors treat such topics as theoretical explanations for the efficacy of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning (e.g., cognitive, behavioral, humanistic) and the research base for its

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">effectiveness. They also treat a variety of specific approaches to cooperative learning (e.g., STAD,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Jigsaw, Group Investigation). A good contribution to the field. Written for both precollegiate and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">college teachers.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">59. Abercrombie, M. L. J. (1974). Aims and techniques of group teaching. London: Society

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">for Research into Higher Education, Ltd.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A short book describing a variety of small-group techniques, including syndicate learning,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">peer tutoring and associative group discussion. Emphasis is on work conducted in Britain.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Abercrombie's work on collaborative learning with medical students at the University of London is

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">considered by Kenneth Bruffee and others as seminal. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">1

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">60. Cooper, J. L., Prescott, S., Cook, L., Smith, L., Mueck, R., & Cuseo, J. (1990).

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Cooperative learning and college instruction: Effective use of student learning teams. Long Beach,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">CA: The California State University Foundation on behalf of California State University Institute

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">for Teaching and Learning.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A 50-page workbook designed for college instructors interested in incorporating

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning into their courses with minimal disruption to existing teaching formats such as

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">lecture and lecture-discussion. Among the topics treated are the benefits of using cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning, critical features, organizing the classroom, trouble-shooting problems in implementation,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and tips on getting started. Very practical. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">61. Cottell, P. G., Jr., & Millis, B. J. (1994). Complex cooperative learning structures for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">college and university courses. To Improve the Academy: Resources for Faculty, Instructional,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and Organizational Development, 13, 285-307.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An outstanding complimentary chapter to the Millis (1995) chapter (citation 71 of this

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">bibliography). Cottell and Millis elaborate on some of the structures presented in the Millis chapter

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and also present information on team roles and structures designed to foster higher-order skills,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">information not covered in detail in the 1995 Millis chapter. Highest recommendation for clear,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">interesting presentation of powerful teaching ideas.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">62. Feichtner, S. B., & Davis, E. A. (1984-1985). Why some groups fail: A survey of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students' experiences with learning groups. The Organizational Behavior Teaching Review, 9 (4),

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">58-71.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A description of good and bad collaborative-learning procedures in college settings. Very

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">practical. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">1

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">63. Forest, L. (Ed.). Cooperative Learning.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Special-theme issues of the magazine have dealt with the teaching of math and science. In

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">1993 they published a theme issue dealing with higher education, though most issues of the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">magazine tend to focus on precollegiate applications. A good blend of applied research, theory and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">practice, with a decided emphasis on practice. Persons interested in subscribing may contact the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">magazine at (514) 848-2020.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">64. Gabelnick, F., MacGregor, J., Matthews, R. S., & Smith, B. L. (Vol. Eds.) & R. E.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Young (Series Ed.). (1990). Learning communities: Creating connections among students, faculty,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and disciplines. New directions for teaching and learning, 41. San Francisco: Jossey-Bass. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An excellent source which describes a number of learning communities. Among the issues

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">treated are the history of learning communities, faculty and student perspectives, and curriculum

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">issues relating to the subject. The last chapter describes a variety of resources for those wishing to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">find out more about learning communities. Recommended.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">65. Goodsell, A., Maher, M., & Tinto, V. (1992). Collaborative learning: A sourcebook for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">higher education. University Park, PA: National Center on Postsecondary Teaching, Learning, &

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Assessment.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A good sourcebook which contains a number of reprints and original articles by leaders in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the cooperative- and collaborative-learning movement, including Kenneth Bruffee, Barbara Leigh

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Smith, Jean MacGregor, Karl Smith and Roger and David Johnson. Leigh Smith and MacGregor

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">contributed an excellent article which identifies a variety of collaborative techniques, including

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">discussions of problem-based learning, guided design, cooperative learning, writing groups and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning communities. The sourcebook includes an annotated bibliography and a listing of sites and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">networks where collaborative learning is used. National Resource Center materials can be ordered

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">by calling (814) 865-5917. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">66. Johnson, D. W., Johnson, R. T., & Smith, K. A. (1986). Academic conflict among

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students: Controversy and learning. In R. S. Feldman (Ed.), The social psychology of education:

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Current research and theory (pp. 199-231). Cambridge: Cambridge University Press.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A textbook chapter which describes a specific form of cooperative learning known as

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">structured controversy. In structured controversy, members of the same learning team assume

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">different positions concerning an issue in an attempt to ultimately maximize learning for all team

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">members through discussion and research relating to the positions. Authors conclude that this

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">technique sparks conceptual conflict within students, creates epistemological curiosity and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">promotes higher-level thinking skills. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">1

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">67. Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Active learning: Cooperation in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the college classroom. Edina, MN: Interaction Book.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An excellent workbook which provides a wealth of practical information concerning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning and college teaching. This is the book to buy if you only purchase one general

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">source of information on the subject. Highest recommendation. To purchase this book and other

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">materials call (612) 831-9500. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">68. Kadel, S., & Keehner, J. A. (1994). Collaborative learning: A sourcebook for higher

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">education, vol. II. (K. Parsley, Ed.). University Park, PA: National Center on Postsecondary

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Teaching, Learning, & Assessment.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">The second sourcebook published by the National Center (which was funded by the U.S.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Department of Education’s Office of Educational Research and Improvement). The book begins

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">with the text of a keynote presented by Zelda Gamson, which presents her view of collaborative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning from both a historical and a contemporary perspective. This is followed by a series of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">short articles by a number of figures in cooperative and collaborative learning. There is also a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">series of somewhat sketchy one- and two-page descriptions of both generic applications of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">collaborative learning and applications in specific disciplines, including a few in SMET.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">69. Kagan, S. (1994). Cooperative learning. San Juan Capistrano, CA: Resources for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Teachers.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Kagan's workbook is a rich source of ideas concerning applications of cooperative learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">to a host of outcomes and issues. Over 100 activities or cooperative-learning structures are reported

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">in the index, most of which appear to be field-tested. An invaluable source of ideas, checklists,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">lesson plans and materials are provided. The workbook is clearly intended for elementary teachers

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">but the structures described can easily be adapted to the college classroom. To purchase this text

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and additional cooperative-learning materials call 1-800-933-2667.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">70. Michaelsen, L., Watson, W. E., & Sharder, C. B. (1984-1985). Informative testing--a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">practical approach for tutoring with groups. The Organizational Behavior Teaching Review, 9 (4),

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">18-33.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A description of a collegiate collaborative-learning technique using organizational behavior

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">as a framework. Focus is on the use of highly-structured criterion-referenced testing combined

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">with highly-structured group activities designed to diagnosis and remediate students' learning. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">1

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">71. Millis, B. J. (1995). Introducing faculty to cooperative learning. In W. A. Wright (Ed.),

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Teaching improvement practices: Successful strategies for higher education (pp. 127-154). Bolton,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">MA: Anker.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A great introduction to cooperative learning for the novice, as well as a step-by-step guide

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">to the faculty developer interested in introducing active learning to his/her campus. Millis presents:

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">a) the rationale for, and research base of, cooperative learning; b) descriptions of selected

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative-learning techniques; c) procedures for getting started in cooperative learning; and d)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">resources available for both novice and intermediate practitioners. An excellent resource which

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">provides busy faculty with an overview of cooperative learning in higher education. Highest

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">recommendation.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">72. O'Donnell, A., & Adenwalla, D. (1989, July). Scripted cooperation and knowledge maps:

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Information processing tools applied to deaf education. In D. Martin (Ed.), International

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">symposium on cognition, education, and deafness, 2 (pp. 836-854). Washington, DC. (ERIC

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Document Reproduction Service No. ED 313 849)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">O'Donnell and Adenwalla describe the uses of scripted cooperative learning and the use of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">knowledge mapping. Scripted cooperation is a method for structuring cooperative learning which

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">uses student pairs. Students alternate roles as recaller of information and checker of the correctness

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">of the recall. Both members of the dyad attempt to elaborate and use other metacognitive strategies

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">to assist retention. In knowledge mapping, information is presented in two-dimensional

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">representations. Idea units are connected to other ideas using a series of links in order to render

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">relationships more explicit to the teacher and students. Both scripted cooperation and knowledge

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">mapping are potentially powerful metacognitive additions to cooperation which should be

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">considered by cooperative-learning practitioners interested in enhancing long-term retention and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">critical thinking. Highly recommended. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">73. Prescott, S. (1996, Fall).Trouble-shooting. Cooperative Learning and College Teaching,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">7, 5-6.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">This article is one in a series of very helpful articles written by the author for the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Cooperative Learning and College Teaching newsletter. In this article she focuses on the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">importance of clarity of content in designing cooperative-learning tasks. She notes that many

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">instructors are much too global in their thinking about course content and what knowledge students

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">should be able to demonstrate regarding that content. She also indicates that many instructors are

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">unclear when telling cooperative groups how to complete exercises. Prescott writes a column for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the newsletter which addresses implementation issues in cooperative learning. She has addressed

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">such topics as cooperative learning and: a) students' reflective thinking, b) teacher planning, c)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">when to use small-group work, d) graphic organizers, and e) student empowerment.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">74. Sharan, Y., & Sharan, S. (1992). Expanding cooperative learning through group

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">investigation. NY: Teachers College Press.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A well-written text describing Group Investigation, one of the most powerful cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning procedures for fostering higher-order thinking. Group Investigation is a complex

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative procedure in which students take responsibility for planning, carrying out and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">reporting on research projects which can last many weeks. Sharan and Sharan, who popularized

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the technique, describe the approach and offer example of Group Investigation within several

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">disciplines. They also discuss the history of the approach and its effects on students. The examples

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">use K-12 populations but the book is of value to all disciplines.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">75. Smith, K. A. (1996). Cooperative learning: Making “groupwork” work. In R. J. Menges

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(Series Ed.) & C. C. Bonwell, & T. E. Sutherlund (Vol. Eds.), Using active learning in college

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">classes. New directions for teaching and learning 67, (pp.71-84). San Francisco: Jossey-Bass.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A good general introduction by a leader in applications of cooperative learning to higher

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">education. This short chapter introduces essential elements of cooperative learning and describes

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">issues and problems that newcomers need to consider in implementation. A jigsaw technique is

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">described, identifying the steps to be followed by the instructor, and a sample information sheet for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students is included.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">76. Whitman, N. A. (1988). Peer teaching: To teach is to learn twice (ASHE-ERIC Higher

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Education Report No. 4) Washington, DC: Association for the Study of Higher Education.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An excellent short book which describes five major approaches to peer teaching and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">summarizes the empirical support for each. The techniques described include the use of teaching

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">assistants, tutors, and counselors within and outside of the classroom. Student partnerships and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">student work groups which closely approximate the critical features of cooperative learning are

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">described. Text includes a good reference section. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none">'''<span style="font-size:12.0pt;font-family:"Times New Roman","serif"">Section 2.B. SMET-Related Cooperative-Learning Resources. '''

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">77. Davidson, N. (Ed.). (1990). Cooperative learning in mathematics. Menlo Park, CA:

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Addison-Wesley.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A handbook focusing largely on cooperative learning at the K-12 level. However, many of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the exercises and descriptions can be adapted for use in college-level mathematics. Chapter authors

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">include many of the leaders in application of cooperative learning to mathematics, including

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Elizabeth Cohen, Julian Weissglass, Marilyn Burns and Neil Davidson. Davidson's introduction

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and review chapter are especially good.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">78. Dedic, H., Rosenfield, S., d'Apollonia, S., & De Simone, C. (1994, Spring). Using

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative concept mapping in college science classes. Cooperative Learning and College

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Teaching, 4, 12-15.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">The authors describe a combination of cooperative learning and concept mapping in college

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">science courses. They indicate that Cooperative Concept Mapping enhances students' knowledge

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">acquisition, organization and metacognition. The authors offer advice to teachers interested in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">introducing this strategy. They provide an example of how a team of students interact using

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Cooperative Concept Mapping in solving a physics problem. The authors report success in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">implementing the procedures in college physics, biology, statistics and astronomy classes.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">79. Della-Piana, C. K., Villa, E. Q., & Pinon, S. D. (1996, June). Using cooperative learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">in a freshman summer engineering orientation program. Paper presented at the American Society

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">for Engineering Education Annual Conference, Washington, DC.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Describes a required summer bridge program for 200-300 computer science and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">engineering students at the University of Texas at El Paso, the largest university in the U.S. with a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">majority Hispanic student population. The program lasts for one week and is based on cooperativelearning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">principles. Program-evaluation information indicated that the program was rated

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">successful on several criteria. Ratings information was obtained by a questionnaire regarding the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">quality of the math workshops, group projects and work related to academic success. Ninety-seven

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">percent of respondents reported that they would recommend the summer session to friends.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">80. Felder, R. M., & Brent, R. (1994). Cooperative learning in technical courses: Procedures,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">pitfalls, and payoffs. Raleigh: North Carolina State University. (ERIC Document Reproduction

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Service No. ED 377 038)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A very practical discussion of how Felder implements cooperative learning in his fivecourse

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">chemical-engineering sequence. The authors introduce the features of cooperative learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and describe a number of cooperative exercises that have worked well in Felder's courses (both inclass

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">and out-of-class). They also present a brief case study of the five-semester sequence. Finally,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the authors address common concerns expressed by faculty members considering adoption of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning and the authors' responses to these concerns. Highest recommendation.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">81. Felder, R. M. (1991). It goes without saying. Chemical Engineering Education, 25, 132-

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">133.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">This interesting short article takes the reader step-by-step through a one-hour small-group

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">problem-solving exercise for a sophomore course in chemical engineering. Felder set up a problem

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">for his students and then guided them through a series of interim solutions which ultimately led to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the final resolution of the problem. In his article, Felder points out how the exercise required his

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students to use information related to a number of important concepts within the course and related

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">courses, yielding a level of understanding much more profound than that achieved with his former

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">teaching style, the lecture. Although the lesson dealt with a very technical area of engineering, the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">step-by-step Guided Design approach taken can be used in a variety of courses. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">3

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">82. Hagelgans, N. L., Reynolds, B. E., Schwingendorf, K., Vidakovic, D., Dubinsky, E.,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Shahin, M., & Wimbish, J. G., Jr. (Eds.) (1995). A practical guide to cooperative learning in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">collegiate mathematics (MAA Notes No. 37). Washington, DC: Mathematical Association of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">America.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A relatively short book designed to introduce the college math instructor to cooperativelearning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">research, theory and practice. A number of sample activities are described from several

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">math courses. The authors also describe the results of a survey returned by 42 college math

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">teachers who use cooperative procedures. Very applied and easy to read.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">83. Hart, F. L., & Groccia, J. E. (1994, February). An integrated, cooperative learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">oriented freshman civil engineering course: Computer analysis in civil engineering. Paper

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">presented at the Freshman Year Experience Conference, Columbia, SC.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Summary of a presentation which describes innovative approaches being used at Worcester

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Polytechnic Institute (WPI) in the undergraduate curriculum. This description focuses on the use of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">formal- and informal-learning teams and computers in the teaching of a civil-engineering class.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Both graduate and undergraduate aides are used to facilitate group functioning. At Worcester a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">premium is put on oral presentation of laboratory findings and integration of knowledge.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Worcester has taken a leadership role in institutionalizing cooperative learning across many SMET

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">disciplines.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">84. Hassard, J. (1990). Science experiences: Cooperative learning and the teaching of science.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Menlo Park, CA: Addison-Wesley.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A useful workbook of science activities describing a number of cooperative-learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">structures. Although designed for elementary classrooms, the ideas presented may be of value to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">science teachers at all levels. The first three chapters include introductory material related to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">experiential learning, brain research, holistic instruction and shifts in instructional paradigms from

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">product/outcome orientations to process/student-oriented approaches.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">85. Johnson, D. W., & Johnson, R. T. (Eds.). (1991). Learning mathematics and cooperative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning: Lesson plans for teachers. Edina, MN: Interaction Books.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A set of lesson plans using cooperative learning developed by teachers, administrators,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">adult educators and college professors. The focus is on K-12 math instruction but the procedures

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">can easily be adapted for collegiate applications.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">86. Klemm, W. R. (1995, Spring). Computer conferencing as a cooperative learning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">environment. Cooperative Learning and College Teaching, 5, 11-13.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A description of the use of cooperative computer conferencing in a neuroanatomy class.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">The author criticizes the use of E-mail and listservs in college courses and argues for his method of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">conferencing using hypermedia links to address weekly issues relating to brain organization and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">functioning. The weekly computer-based activities include student ratings of one another’s

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">performance and required "insights" relating to lecture content. A very elaborate organizational plan

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">for combining cooperative learning and technology in the classroom.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">87. Laws, P. W., Rosborough, P. J., & Poodry, F. J. (1995). Women's responses to an

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">activity-based introductory physics program. In R. J. Menges (Series Ed.) & J. Gainen, & F. W.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Willemsen (Vol. Eds.), Fostering student success in quantitative gateway courses. New directions

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">for teaching and learning 61, (pp.77-87). San Francisco: Jossey-Bass.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An interesting short chapter that describes the physics workshop curriculum at Dickinson

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">College. The authors use a variety of collaborative-learning procedures and often use a four-part

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning technique based on the work of cognitive psychologist David Kolb. The authors report

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">that students taught using their small-group procedure mastered higher-order physics concepts in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">much larger numbers than students taught more traditionally, and generally have more positive

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">attitudes toward a variety of learning experiences. Women students at Dickinson were as likely to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">major in physics as their male colleagues. The authors also note that a number of students,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">including about 20% of the female students, did not express positive attitudes about the smallgroup

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">workshop approach. The authors attribute much of this to prior negative experiences

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">working in small groups and to feelings that the instructors should present the information in a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">clear and straight-forward lecture format.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">88. Leron, U., & Dubinsky, E. (1995). An abstract algebra story. American Mathematical

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Monthly, 102, 227-242.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An outstanding article in which the authors describe teaching three concepts in algebra

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">using small-group instruction with computers. The authors include typical student discussions that

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">take place as they work collaboratively on the problems. This is a very detailed discussion with

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">step-by-step explications of how students construct meaning using small-group procedures. The

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">authors also present and respond to objections to their procedures. Highly recommended.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">89. Long, G. A. (1989). Cooperative learning: A new approach. Journal of Agricultural

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Education, 30 (2), 2-9.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">An article which describes a variety of cooperative-learning techniques such as STAD,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Jigsaw I and II, as well as team building and other elements of cooperative learning. The focus is

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">on university-level agricultural classes but the techniques can be applied in a variety of college-level

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">disciplines. Recommended as a brief overview of a number of cooperative-learning practices. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">90. Mazur, E. (1997). Peer instruction: A user's manual. Upper Saddle River, NJ: Prentice

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Hall.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A useful manual which details Eric Mazur's Peer Instruction procedure and provides many

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">examples of curricular and assessment materials for use in introductory physics. Mazur uses a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">variety of testing strategies at the start of his classes to ensure that students have read the assigned

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">work, then uses additional brief assessment procedures during his classes to stimulate higher-order

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">thinking and interactive peer instruction. Mazur's manual details his use of multiple "ConcepTests"

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">embedded within sixty-minute “Peer Instruction” lectures. Highest recommendation.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">91. McEnerney, K. (1989). Cooperative learning as a strategy in clinical laboratory science

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">education. Clinical Laboratory Science, 2, 88-89.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Describes the features of cooperative learning and how it can be applied in a college

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">classroom. Although clinical science is the course content used in this paper the information

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">presented can be generalized to a variety of academic disciplines. Very practical. Recommended. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">1

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">92. McEnerney, K. (1992, Spring). Cooperative learning: Experience in a professional

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">curriculum. Cooperative Learning and College Teaching, 2, 2-4.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">McEnerney describes the use of cooperative learning in both undergraduate and graduate

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">clinical-science courses at a diverse campus of the California State University system. The author

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">discusses using cooperative learning to address such issues as the special concerns of students

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">who major in clinical science, cultural diversity, peer editing and adult learners.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">93. McNeill, B. W., & Bellamy, L. (1995). Engineering core workbook for active learning,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">assessment & team training. Section edition. (ERIC Document Reproduction Service No. ED 384

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">315).

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A very useful and complete workbook designed for students in Arizona State University's

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">core engineering program. Among the content presented in this text are rationales for using smallgroup

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">instruction, active-learning exercises, student-assessment materials and team-training

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">information. Over 200 pages of practical material that could be adapted by SMET faculty in many

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">disciplines are included. Highly recommended.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">94. Miller, J. E. (1996, Spring). Learning to think like a scientist: Cooperative learning in an

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">introductory college biology course. Cooperative Learning and College Teaching, 6, 4-7.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A description of a project-based cooperative-learning approach to teaching General Biology

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">I and II for 100-150 students per class at Worcester Polytechnic Institute (WPI). Teams of students

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">are assigned four projects per term and are assisted by undergraduate teaching assistants.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Interactive lectures are combined with team conferencing with the assistants in an attempt to focus

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">on having students act and think like scientists rather than simply listen to lectures. A sample

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">project is described, dealing with the evolution of the AIDS virus.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">95. Neff, G., Beyerlein, S., Apple, D., & Krumsieg, K. (1995, October). Transforming

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">engineering education from a product to a process. Paper presented at the World Conference on

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Engineering Education. St. Paul, MN.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A description of Process Education in engineering courses, which is a set of principles and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">techniques that the authors indicate represents a paradigm shift from content mastery to problem

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">solving and critical thinking. Among the features of the Process Education approach are the use of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning, discovery learning, journal writing and assessment. The authors provide a

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">13-step planning template for designing activity sheets that would be useful to instructors in any

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">field.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">96. Nurrenbern, S. C. (Ed.) (1995). Experiences in cooperative learning: A collection for

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">chemistry teachers. Madison, WI: University of Wisconsin-Madison, Institute for Chemical

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Education.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A very useful workbook designed for chemistry professors. Nurrenbern offers a rationale

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">for the use of cooperative learning, and advice on such issues as managing groups and the role of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">the teacher in cooperative learning. SMET faculty may be most interested in the 80 pages devoted

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">to descriptions of a variety of cooperative tasks and exercises in chemistry. Enough detail is

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">included to enable instructors to easily use these activities in teaching a number of SMET concepts.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Highest recommendation.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">97. Pence, H. E. (1993). Combining cooperative learning and multimedia in general chemistry.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Education, 113, 375-380.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A description of how technology and cooperative-learning partner pairs can be combined in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">teaching general chemistry. The author briefly describes a sequence of instruction and reports that

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">students' attitudes were favorably affected by the use of cooperative learning and technology

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">(including laser disk and computer simulations). Student drop-out rates were reported as lower in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">classes taught using cooperative learning.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">98. Roth, W. (1990, April). Collaboration and construction in the science classroom. Paper

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">presented at the Annual Convention of the American Educational Research Association, Boston,

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">MA. (ERIC Document Reproduction Service No. ED 318 631)

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Roth argues that knowledge is a social construction and is "shared through social

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">transactions in a community of knowers, rather than being descriptive of an absolute, knowerindependent

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">reality." He then describes his basic beliefs and central metaphors which he uses in the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">teaching of science. The last section of this conference paper describes specific collaborative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">procedures Roth uses in the teaching of physics, including collaborative learning and cognitive

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">mapping. This paper is of particular interest to those teaching in the physical sciences. <span style="font-size:7.0pt;font-family:"Times New Roman","serif"">2

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">99. Schamel, D., & Ayres, M. P. (1992). The minds-on approach: Student creativity and

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">personal involvement in the undergraduate science laboratory. Journal of College Science

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Teaching, 21 (4), 226-229.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">A clearly-written short article that describes how two biologists use a small-group

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative technique as an alternative to more traditionally-taught lab formats. In addition to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">briefly describing their "Minds On" active-learning approach, the authors describe six problems in

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">traditionally-taught laboratory instruction and how their approach represents an improvement to

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">that format. They report that 81-92% of their students prefer the cooperative-group lab format.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 7.0pt;font-family:"Times New Roman","serif"">1 <span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">This citation was included in: Cooper, J. L., & Mueck, R. (1989). Cooperative/collaborative

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">learning: Research and practice (primarily) at the collegiate level. The Journal of Staff, Program, &

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Organization Development, 7, 143-148.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 7.0pt;font-family:"Times New Roman","serif"">2 <span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">This citation was included in: Cooper, J., McKinney, M., & Robinson, P. (1991).

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Cooperative/collaborative learning: Part II. The Journal of Staff, Program, & Organization

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">Development, 9, 239-247.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 7.0pt;font-family:"Times New Roman","serif"">3 <span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">This citation was included in: Robinson, P., & Cooper, J. (1995). An annotated bibliography of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 12.0pt;font-family:"Times New Roman","serif"">cooperative learning in higher education: Part III--the 1990s. Cooperative Learning and College

<p class="MsoNormal"><span style="font-size:12.0pt;line-height:115%;font-family: "Times New Roman","serif"">Teaching.