In summary, the results suggest that, with five-year-old children, more might be gained by structuring the task than by structuring the group." (Author)

Examined effects of workgroup size and structure during collaborative work on complex tasks. Found that dyads produced greater collaboration for low-achievers, whereas small groups generated more cognitive conflict among other students. Productivity did not differ as a function of background structure. Findings posed implications for optimizing…

Describes classroom discussions with third and fifth graders based on William Glasser's "Schools without Failure". These discussions encouraged the teachers and children to experience their own feelings and understand others and to engage in democratic problem-solving activities. (SDH)