This article systematically reviews research on the achievement outcomes of three types of classroom approaches to improving the reading achievement of students in grades 2-5: Reading curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion criteria included use of randomized or matched control groups,…

This report systematically reviews research on the outcomes of programs that teach young children in a group setting before they begin kindergarten. Study inclusion criteria included the use of randomized or matched control groups, evidence of initial equality, and study duration of at least 12 weeks. Studies included valid measures of language,…

This study evaluated the achievement effects of the Team-Assisted Individualization (TAI) mathematics program over a 24-week period. Involved were 1,317 students in grades 3, 4, and 5, with 700 students in 31 classes receiving TAI instruction and a control group of 617 students in 30 classes receiving other mathematics instruction on the same…

Discusses how teachers can avoid problems associated with student competition in the classroom. Describes two instructional methods that involve students working together on learning tasks: cooperative learning and peer tutoring. Focuses on Student Teams-Achievement Divisions (STAD), a team-learning approach. Includes a list of practical guides to…

One of the major series of reviews in elementary and secondary education is the Best Evidence Encyclopedia, or the BEE. Up to now, findings for systematic reviews have largely been restricted to the reviews themselves, with few cases in which lessons learned across many reviews using similar methods can be synthesized. The completion of the Best…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria…

A review of the research regarding the effectiveness of cooperative learning methods (particularly student teams) indicated that when the classroom is structured in a way that allows students to work cooperatively on learning tasks, students benefit academically as well as socially. The greatest strength of cooperative learning methods is the wide…

In this article, the authors feature the Success for All Middle School Model, which was designed to help middle grades educators implement the most important elements of "Turning Points" and to add well-structured curricula, instructional methods, and professional development for teachers to help students reach their full potential. The program is…

The correct assessment of observable student behavior is an important tool in the ongoing education process. Whether the setting is a classroom, a field experience, an activity, or a residential treatment center, proper evaluation techniques will provide information for the determination of policies and programs. The Flexible Observation…

This guide describes five types of student team cooperative learning activities: (1) Student Teams-Achievement Divisions; (2) Teams-Games-Tournament; (3) Jigsaw; (4) Team Accelerated Instruction; and (5) Cooperative Integrated Reading and Composition. In Part 1, each technique is described in detail. A review of research finds positive outcomes in…

This manual provides descriptions of five cooperative learning methods: (1) Student Teams-Achievement Divisions (STAD); (2) Teams-Games-Tournaments (TGT); (3) Jigsaw; (4) Team Accelerated Instruction (TAI); and (5) Cooperative Integrated Reading and Composition (CIRC). For each of these methods, an overview offers a description of the procedures…

This presentation will report on a cluster randomized evaluation of a small-group computer-assisted tutoring program for struggling readers, called Team Alphie. Using computers and DVDs to supplement instruction, regular and supplementary teachers (usually special education, ESL, and Title I teachers) are able to integrate their efforts,…

This response to an article by Karen Tateyama-Sniezek (EC 230 117), which examined the effectiveness of cooperative learning with mildly disabled students, reconsiders a table by adding more comparison statistics, effect sizes, and standard individual measures of achievement. Noted are the scarcity of studies including individual accountability…

The research on beginning reading instruction for English language learners that provides several useful guidelines for policy and practice is presented. Research suggests that bilingual programs usually improve the English reading performances of English language learners.

This paper begins with a discussion of a theory of teams in general and then proceeds to a description of a program of research focused on a simple but carefully structured classroom team technique, Student Teams-Achievement Divisions, or STAD. (Author)