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The article discusses the optimal types of tasks and exercises that help students to effectively enrich their vocabulary in the Russian language textbook. In addition to the use of traditional types of vocabulary work, innovative ways to increase vocabulary that develop speech and broaden teachers' worldviews are also demonstrated

The use of cooperative learning at the college level was studied by investigating whether different instructor intervention approaches would affect the achievement of college students using cooperative learning methods. Subjects were 97 undergraduate elementary education majors enrolled in three sections of a curriculum course at the University of South Florida (Tampa) College of Education during the second semester of the 1990-91 academic year. Nineteen learning teams were formed and randomly assigned to treatment conditions as follows: (1) directions and materials provided, but no instructor assistance (control group); (2) instructors provided advance organizers; and (3) instructors met with groups after sessions to answer questions and provide assistance. All treatment groups read the same materials and followed a similar schedule of activities. A pretest was followed by a posttest and an attitude questionnaire after the 2-week period. On the posttest, the control and follow-up discussion groups had nearly identical mean scores, with the mean for the advance organizer group more than two points higher. Students liked the cooperative learning situation, believed they learned the materials well, and preferred instructor assistance to the control condition. Results suggest that advance organizers may yield greater learning than do follow-up discussions. Five tables present study findings, and a 17-item list of references is included. (SLD)

The use of cooperative learning at the college level was studied by investigating whether different instructor intervention approaches would affect the achievement of college students using cooperative learning methods. Subjects were 97 undergraduate elementary education majors enrolled in three sections of a curriculum course at the University of South Florida (Tampa) College of Education during the second semester of the 1990-91 academic year. Nineteen learning teams were formed and randomly assigned to treatment conditions as follows: (1) directions and materials provided, but no instructor assistance (control group); (2) instructors provided advance organizers; and (3) instructors met with groups after sessions to answer questions and provide assistance. All treatment groups read the same materials and followed a similar schedule of activities. A pretest was followed by a posttest and an attitude questionnaire after the 2-week period. On the posttest, the control and follow-up discussion groups had nearly identical mean scores, with the mean for the advance organizer group more than two points higher. Students liked the cooperative learning situation, believed they learned the materials well, and preferred instructor assistance to the control condition. Results suggest that advance organizers may yield greater learning than do follow-up discussions. Five tables present study findings, and a 17-item list of references is included. (SLD)

Blended learning can facilitate many opportunities about usage of online discussion for different purposes. As a tool in blended learning, online discussions widen the walls of classroom discussions in a virtual manner. Especially, in teacher education programs case based discussions are very helpful for pre-service teachers to practice real-life situations. By this way, the link between theory and practice can be established. This study aims to examine the pre-service teachers' experiences about three different discussion structures in a case based blended learning environment. This study also explored their thoughts toward the effects of online discussion on their professional development and their suggestions to increase the effectiveness of online discussion. The participants of this study were 14 pre-service teachers from the department of Early Childhood Education (ECE) of a funded university. The six open-ended questions were asked in order to explore the opinions of the pre-service teachers. The qualitative data were analyzed through the matrix displays. (Contains 1 figure.)

This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and T.test were employed for data analysis. Findings from this study indicated the effectiveness of differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in the target students. On the basis of the findings, the study advocated for the effectiveness of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in learning disabled students.

Social loafing research has spanned several decades and fields of study. Research has provided support for both the existence of social loafing and its antecedents within the laboratory, classroom, and work place. Studies regarding the perceptions of social loafing and its effects in the online learning environment, however, are largely non-existent. This study surveyed 227 online learning students who were participating in online learning groups. The study seeks to determine whether the perception of social loafing exists within online learning groups. In addition, several psychosocial factors identified in face-to-face environments are analyzed to determine their impact in online learning groups. Evidence supports both the perception of social loafing in online learning groups as well as similarities between social loafing antecedents in face-to-face groups and those in the online learning environment. (Contains 2 tables.)

Aim: The study compared the pattern of deficits, intelligence and neuropsychological functioning in subcategories of learning disorders. Methods: Forty-six children (16 with reading disorders, 11 with writing disorders and 19 with both reading and writing disorders--mixed group) in the age range of 7-14 years were assessed using the NIMHANS Index of Specific Learning Disabilities, Malin's Intelligence Scale for Indian Children, and the PGI Memory Scale. Results: The mixed group had greater dysfunction than the reading and writing groups in alphabet sequencing and graded division, and the mixed group had greater dysfunction than the writing group in capital letters, division and graded subtraction. Also, the mixed and reading groups had greater dysfunction than the writing group in speech and language. Intellectual functions and mental balance (on PGI memory scale) were more affected in the mixed group in comparison to the writing group. Conclusion: Subtypes of learning disorders differ in terms of their neuropsychological profile with the mixed group having greater dysfunction. (Contains 1 table.)

In response to recent stress on incorporating core thinking into subject curriculum, the mediated learning experience (MLE) is being incorporated into the preservice training modules of the Singapore National Institute of Education (NIE). This study examines: (1) factors contributing to the preservice teacher's commitment to using MLE; (2) specific components of MLE that are actually implemented; (3) the extent to which teachers manifest any transfer when teaching content areas; and (4) practical problems faced by teachers when implementing MLE in a school setting. This study is ongoing and only qualitative data have been analyzed so far. Preservice graduate teachers (n=46) were given 20 hours of training in the application of MLE criteria during their first year at NIE. Graduate teacher trainees were posted for about 10 weeks of teaching practice (practicum) in several primary and secondary schools. Anecdotal records, videotapes of MLE lessons and a reflective rating scale were used. Most participants reported that they would continue to use MLE procedures even after graduation; some suggested that in-service training would facilitate proper implementation of the program. (Contains 10 references.) (LH)

What prompts the students to respond in online dialogic discussion? Why some students chose to fall out? This case study through the lens of phenomenography observation attempts to explain the five decision steps of students to respond in Meta-cognitive Learning in Free Online Groups (MetaL-FrOG) discussion. It presents a part of a research project by the name of Triarchy Perspective on Meta-cognitive Learning in Free Online Groups. The research setting was online learner community on the platform of Free Online Group web intended for post-graduate students enrolled for the paper Psychology of Learning in Faculty of Education, University Malaya, Malaysia. Preliminary study revealed three factors contributed to MetaL-FrOG success: Motivation, Cognitive Resources and Pro-learning Behaviors. This paper only presents a part of the findings under the Pro-Learning Behaviors Sub-theory. We found striking similarities between the model proposed by Latane & Darley (1971), Five Essential Steps to a Pro-social Response in an Emergency, and our research subject. The model which explains the course of a pro-social decision was borrowed and modified as surrogate theory to explain the online discussion response of the students. The insights help educators to better understand what holds students back from fruitful online peer diologic discussion. (Contains 3 figures.)

What prompts the students to respond in online dialogic discussion? Why some students chose to fall out? This case study through the lens of phenomenography observation attempts to explain the five decision steps of students to respond in Meta-cognitive Learning in Free Online Groups (MetaL-FrOG) discussion. It presents a part of a research project by the name of Triarchy Perspective on Meta-cognitive Learning in Free Online Groups. The research setting was online learner community on the platform of Free Online Group web intended for post-graduate students enrolled for the paper Psychology of Learning in Faculty of Education, University Malaya, Malaysia. Preliminary study revealed three factors contributed to MetaL-FrOG success: Motivation, Cognitive Resources and Pro-learning Behaviors. This paper only presents a part of the findings under the Pro-Learning Behaviors Sub-theory. We found striking similarities between the model proposed by Latane & Darley (1971), Five Essential Steps to a Pro-social Response in an Emergency, and our research subject. The model which explains the course of a pro-social decision was borrowed and modified as surrogate theory to explain the online discussion response of the students. The insights help educators to better understand what holds students back from fruitful online peer diologic discussion. (Contains 3 figures.)

"A publication of the Horace Mann-Lincoln Institute of School Experimentation, Teachers College, Columbia University."

Bulletin (West Virginia University. Agricultural Experiment Station)

Bulletin (West Virginia University. Agricultural Experiment Station)

Bulletin (West Virginia University. Agricultural Experiment Station)

Workplace learning (WPL) is widely accepted in universities as a valuable component of educating for professional practices. Most often though, the focus of WPL is on helping students transition into the workforce, neglecting the role it can play in helping students transition into university. Using an online questionnaire and interviews, a study was conducted with undergraduate students enrolled in a regional Australian university to better understand their experiences of WPL in the first year of their studies. Findings from this study showed that although there are challenges associated with students undertaking WPL in the first year of university courses, WPL experiences were highly valued by students. Findings also highlighted that WPL had potential as a retention strategy for first year students in general, and students from under-represented groups in particular.

Open Networked Learning is an open online professional development course for educators in higher education who wish to investigate and discuss the design and teaching of collaborative online courses. The course is organised in a unique partnership between 14 institutions in six countries and is both an institutional professional development course and an arena for virtual exchange between educators from different cultures, institutions and disciplines. This chapter describes how the course successfully implements problem-based learning in facilitated groups in an online environment. The course employs a multi-layered approach to openness and allows learners to participate on three levels: as part of the course community, within the problem-based learning group and with individual reflection in a learning blog. This chapter examines the opportunities and challenges that have arisen and points to possible solutions.

Money laundering is a major global problem, enabling criminal organisations to hide their ill-gotten gains and to finance further operations. Prevention of money laundering is seen as a high priority by many governments, however detection of money laundering without prior knowledge of predicate crimes remains a significant challenge. Previous detection systems have tended to focus on individuals, considering transaction histories and applying anomaly detection to identify suspicious behaviour. However, money laundering involves groups of collaborating individuals, and evidence of money laundering may only be apparent when the collective behaviour of these groups is considered. In this paper we describe a detection system that is capable of analysing group behaviour, using a combination of network analysis and supervised learning. This system is designed for real-world application and operates on networks consisting of millions of interacting parties. Evaluation of the system using real-world data indicates that suspicious activity is successfully detected. Importantly, the system exhibits a low rate of false positives, and is therefore suitable for use in a live intelligence environment.

Money laundering is a major global problem, enabling criminal organisations to hide their ill-gotten gains and to finance further operations. Prevention of money laundering is seen as a high priority by many governments, however detection of money laundering without prior knowledge of predicate crimes remains a significant challenge. Previous detection systems have tended to focus on individuals, considering transaction histories and applying anomaly detection to identify suspicious behaviour. However, money laundering involves groups of collaborating individuals, and evidence of money laundering may only be apparent when the collective behaviour of these groups is considered. In this paper we describe a detection system that is capable of analysing group behaviour, using a combination of network analysis and supervised learning. This system is designed for real-world application and operates on networks consisting of millions of interacting parties. Evaluation of the system using real-world data indicates that suspicious activity is successfully detected. Importantly, the system exhibits a low rate of false positives, and is therefore suitable for use in a live intelligence environment.

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Adults are independent learners and are expected to direct their own learning. Nowadays, there are many MOOC platforms preferred by adult learners. Many states have adapted to these developments and established an online learning platform in order to carry out the training and development activities of civil servants. The Presidency of the Republic of Türkiye Human Resources Office has established the Distance Learning Gate (DLG) platform in order to carry out educational activities. In this study, learning preferences of adult learners were determined in order to improve the relevant online learning environment and to structure appropriate trainings for public personnel. For this purpose, the training preferences of adult learners were determined according to their title groups and education levels. The participants of the research consisted of 4864 civil servants who received training from the DLG platform. According to the results, it was determined that adult learners preferred personal development training the most and professional development training in the last place. It is seen that the servants in the service title group that watched the most training in all categories according to the title groups. It is seen that the groups that received the least education are the senior manager and manager title group. On the other hand, it has been determined that the number of adult learners' training and the education categories differ according to the education level. According to the findings, it is seen that those who watched the most education are adults at the compulsory primary education level, while those who watched the least education are those who are at the graduate level. This research includes the first phase of a series of research and a design-based research. As a first step, the training preferences of adult learners were determined. In the next stage, a recommendation system will be integrated into the DLG platform based on the determined profiles.

Adults are independent learners and are expected to direct their own learning. Nowadays, there are many MOOC platforms preferred by adult learners. Many states have adapted to these developments and established an online learning platform in order to carry out the training and development activities of civil servants. The Presidency of the Republic of Türkiye Human Resources Office has established the Distance Learning Gate (DLG) platform in order to carry out educational activities. In this study, learning preferences of adult learners were determined in order to improve the relevant online learning environment and to structure appropriate trainings for public personnel. For this purpose, the training preferences of adult learners were determined according to their title groups and education levels. The participants of the research consisted of 4864 civil servants who received training from the DLG platform. According to the results, it was determined that adult learners preferred personal development training the most and professional development training in the last place. It is seen that the servants in the service title group that watched the most training in all categories according to the title groups. It is seen that the groups that received the least education are the senior manager and manager title group. On the other hand, it has been determined that the number of adult learners' training and the education categories differ according to the education level. According to the findings, it is seen that those who watched the most education are adults at the compulsory primary education level, while those who watched the least education are those who are at the graduate level. This research includes the first phase of a series of research and a design-based research. As a first step, the training preferences of adult learners were determined. In the next stage, a recommendation system will be integrated into the DLG platform based on the determined profiles.

A study of 786 fourth-grade students (229 gifted and 557 nongifted) assessed the effects of both heterogeneous and homogeneous grouping in cooperative learning settings on the performance of gifted and nongifted students. Results found that gifted fourth-grade students experienced no adverse effects as a result of interacting with nongifted students in cooperative learning groups. The gifted students did not learn less, experience a decline in self-concept, or become less popular with peers. Gifted students were seen as more friendly and better leaders, and they experienced a relative increase in social self-esteem in heterogeneous groups. The nongifted students did not experience an increase in achievement due to the presence of a gifted student. Nongifted students in heterogeneous groups suffered from a decline in self-esteem and a decline in perception by nongifted peers on task-relevant activities. In sum, the heterogeneous grouping was found to have positive socioemotional outcomes for the gifted students and negative ones for nongifted students. Appendices include mathematics and science achievement tests, a self-perception test, a student attitude questionnaire, a content area preference scale, and mathematics curriculum worksheets. (Contains over 100 references.) (Author/CR)

Following an opening statement explaining the importance of small groups as an educational innovation, the author examines seven different types of groups, their organization and function. 1) The task group involves students in many types of meaningful work, with each member able to make a useful contribution towards the completion of the task. 2) The didactic group has the teacher or leader presenting material with the purpose of informing, reviewing or clarifying. 3) The tutorial group puts the emphasis on individual instruction, usually of a remedial nature. 4) The discursive group provides for free and uninhibited discussion by students of a topic of prime importance to them, with the teacher in the role of interested observer. 5) The brainstorming group is problem or solution centered, without criticism, and the teacher's role is to motivate, to get the ball rolling, and then to stay out. 6) The heuristic group places the emphasis on inquiry and discovery, and is intended to make students skillful askers of questions. 7) The maieutic group uses the Socratic method to determine the answer to a question through the open and honest exchange of informed opinion. (MBM)

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

The Centre for Research and Learning in Regional Australia is investigating the elements of social capital and developing a set of indicators that show when social capital is building. The indicators can be used where groups or organizations with a shared purpose engage in productive interactions that benefit not only the individual member groups but also the "learning community" as a whole. The intention is that the indicators will be applicable to geographic communities, professional or common interest communities, such as professional associations, and groups of businesses such as Executive Link[TM], the subject of this paper. Executive Link consists of farm businesses that meet for nonformal training in several chapters in eastern Australia. Each chapter consists of about six farm businesses and their owner/managers who share their business management expertise. Executive Link appears to have features of a learning community, including a shared purpose and learning interactions across the boundaries of individual member businesses and chapters. This paper identifies networks, commitments, and shared values as the elements of social capital that contribute to the quality of learning interactions. Suggested indicators of social capital building include development of a shared language, shared experiences, trust, self-development, and an identification with the community. (Contains 25 references.) (Author/TD)

This study examined whether the intensive time-series design would yield data discriminating between concrete and formal operational students and whether achievement curves exhibited in previous studies would be found with students in this study. Daily measurement of variables is characteristic of the data collection procedure in the time-series design, where individual student data are collapsed into a group mean and treated during analysis as a single subject. Data were collected for 56 school days from 95 earth science students studying a unit on plate tetonics. To determine if the design would discriminate between formal and concrete operational students (identified by Lawson's Test of Formal Reasoning), each student responded daily to a single multiple-choice item (obtained from a pool of 78 items) measuring knowledge or understanding achievement. Two parallel forms (KR20=0.80) of a multiple-choice achievement test (consisting of 45 items) were also designed from the pool of 78 items. General knowledge and understanding achievement scores for each day were obtained and analyzed, indicating the precision of the design to discriminate between students differing in cognitive ability and supporting its use in monitoring the daily acquisition of knowledge related to a concept. Results also support the validity of the design for obtaining achievement data. (JN)

This study investigated the impact of a sequence of social relationship activities on regard for classmates and teammates in middle school (grade 7) mathematics classes using cooperative learning. The sample consisted of 184 students (55% Hispanic American, 27% White, 14% Black, and 3% Asian American) in a city in Los Angeles County (California). Two teachers each taught three classes; each teacher taught two experimental treatment (cooperative learning) classes and one conventional (comparison) class. Activities were sequenced and related to the following stages of group development: (1) class-building; (2) preparation for group work/team-building; (3) communication; and (4) cooperation and helping behaviors. Students in experimental groups also received instruction in effective explaining and problem solving. Overall, the sequence of interventions was effective in increasing students' regard for one another. Class-building increased students' regard for classmates, and team-building and activities to prepare for group work were effective in increasing students' regard for teammates and cross-ethnic and cross-gender regard. The differences between classes demonstrate how cooperative learning can differ in practice even when teachers have the same instructions and students have the same activities. Statistical data are presented in 12 tables. A 33-item list of references is included. (SLD)

This exemplary case study describes the learning process of two sixth-graders that learn from an animated worked-out example and an accompanying self-explanation prompt in the domain of fractions. It is based on a corresponding field study. The analysis focuses on the interaction with the computer, the communication between the students, the metacognitive aspects of the learning process and self-explanations. Supported with quantitative data, the qualitative results show that worked-out examples are proper materials for learning in groups of two. Furthermore, it is shown that self-explanation prompts have positive effects on the learning process and the analysed aspects. With detailed scenes it is elucidated, how the interactive capabilities and the animations are used during the learning process. [For the complete proceedings, see ED597799.]

A form of group learning, cohorts, has become increasingly attractive to administrators, instructors, and participants in adult education. Basic academic skills cohort learning supports three types of knowing: instrumental, socializing, and self-authoring; whereas, in higher and adult education cohort learning, the development of critical reflection and knowledge construction is the focus. Cohort learners report such positive effects as increased critical thinking skills, greater individual development, enhanced knowledge base, and learning motivation. Some research has revealed that not all cohorts work well, due to characteristics and behaviors of group members. Actual measurement of cohort learning outcomes has been inadequately studied. Educators can enhance the cohort experience by doing the following: (1) developing group relationships at the beginning; (2) balancing group and individual development; (3) providing an environment that both supports and challenges; and 4) acknowledging and addressing group and individual tensions. (Contains 12 references.) (AJ)

This booklet describes the learning experiences that take place in and as a result of a learning laboratory. Part one presents a brief history of the group dynamics movement, focusing especially upon the history of the National Training Laboratory of the National Education Association. Some significant characteristics of laboratory learning are presented, along with important ground rules of training group activity. Also, a brief review of some relevant learning theories is included. Part two describes the group dynamics laboratory at Indiana State University, its background and development, the staff, the students, and the training sessions. Part three is a report of the findings of a 1973 follow-up study of former laboratory participants that was designed to ascertain if the stated purposes of the course were being accomplished and whether the learning designs had any lasting effects. Finally, the present state of the laboratory approach to learning is summarized in part four. A bibliography is also included. (Author/RC)

The Peer Review (PR) is a very popular technique to support socio-constructivist and connectivist learning processes, online or face-to-face, at all educational levels, in both formal and informal contexts. The idea behind this technique is that sharing views and opinions with others by discussing with peers and receiving and providing formative feedback enriches the quality of learning. In this study, a class of trainee teachers conducts an online PR. The resulting interactions are analyzed and evaluated by the researchers through the application of an evaluation model based on both quantitative and qualitative data. In particular, two conditions are studied, namely the PR in groups versus the PR in dyads. Results show that students who carried out the PR in groups were less active from the cognitive point of view, while they devoted more effort to deal with organizational matters and discourse facilitation.

What the Marine Corps achieved in Anbar constituted a major turning point in the Iraq War. Many had declared the fight there lost at the very time I MEF was launching a three-dimensional strategy in 2006 that culminated in 2007 with a strategic defeat for AQI and those insurgents aligned with it. The fight for Anbar Province demonstrated the Marine Corps s capacity to learn and change in order to address complicated and very violent challenges. The four-year fight in the Sunni heartland is an important illustration of that Marine capacity to improvise and adapt, which is infused into the Corps training routines and warrior ethos. This study details how I MEF designed and implemented a counterinsurgency approach that was contextualized for Anbar, consisting of (1) the COIN phases of clear, hold, build ; (2) tribal engagement to expand the operating force available to maintain local security; and (3) targeted counterterrorism aimed at degrading al Qaeda s clandestine apparatus.

What the Marine Corps achieved in Anbar constituted a major turning point in the Iraq War. Many had declared the fight there lost at the very time I MEF was launching a three-dimensional strategy in 2006 that culminated in 2007 with a strategic defeat for AQI and those insurgents aligned with it. The fight for Anbar Province demonstrated the Marine Corps s capacity to learn and change in order to address complicated and very violent challenges. The four-year fight in the Sunni heartland is an important illustration of that Marine capacity to improvise and adapt, which is infused into the Corps training routines and warrior ethos. This study details how I MEF designed and implemented a counterinsurgency approach that was contextualized for Anbar, consisting of (1) the COIN phases of clear, hold, build ; (2) tribal engagement to expand the operating force available to maintain local security; and (3) targeted counterterrorism aimed at degrading al Qaeda s clandestine apparatus.

What the Marine Corps achieved in Anbar constituted a major turning point in the Iraq War. Many had declared the fight there lost at the very time I MEF was launching a three-dimensional strategy in 2006 that culminated in 2007 with a strategic defeat for AQI and those insurgents aligned with it. The fight for Anbar Province demonstrated the Marine Corps s capacity to learn and change in order to address complicated and very violent challenges. The four-year fight in the Sunni heartland is an important illustration of that Marine capacity to improvise and adapt, which is infused into the Corps training routines and warrior ethos. This study details how I MEF designed and implemented a counterinsurgency approach that was contextualized for Anbar, consisting of (1) the COIN phases of clear, hold, build ; (2) tribal engagement to expand the operating force available to maintain local security; and (3) targeted counterterrorism aimed at degrading al Qaeda s clandestine apparatus.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 47 titles deal with a variety of topics, including the following: (1) the effect of source variation upon children's reactions to television commercials; (2) covert observation as a means of measuring the affective states of television viewers; (3) viewers' responses to a film as a socially situated event; (4) children's understanding of television reality; (5) media learning and adolescent developmental tasks; (6) the dynamics of communication and information in groups; (7) an information processing approach to uses and gratifications; (8) privacy and media encroachment; (9) the changing images of females and males in television commercials; (10) commercial broadcasters' perceptions of entry-level employment requirements for college graduates in the broadcast industry; (11) transnational advertising and the mass media in Latin America; (12) longitudinal patterns of television viewing and adolescent role socialization; (13) the relationship between persistence, attention, and observational learning of television's program content; (14) the film industry and the Vietnam war; (15) the effect of televised violence; (16) the use of videotape for studying nonverbal behavior in social settings; (17) United States Supreme Court interpretations of "public interest" in decisions concerning the media from 1927 to 1979. (FL)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 47 titles deal with a variety of topics, including the following: (1) the effect of source variation upon children's reactions to television commercials; (2) covert observation as a means of measuring the affective states of television viewers; (3) viewers' responses to a film as a socially situated event; (4) children's understanding of television reality; (5) media learning and adolescent developmental tasks; (6) the dynamics of communication and information in groups; (7) an information processing approach to uses and gratifications; (8) privacy and media encroachment; (9) the changing images of females and males in television commercials; (10) commercial broadcasters' perceptions of entry-level employment requirements for college graduates in the broadcast industry; (11) transnational advertising and the mass media in Latin America; (12) longitudinal patterns of television viewing and adolescent role socialization; (13) the relationship between persistence, attention, and observational learning of television's program content; (14) the film industry and the Vietnam war; (15) the effect of televised violence; (16) the use of videotape for studying nonverbal behavior in social settings; (17) United States Supreme Court interpretations of "public interest" in decisions concerning the media from 1927 to 1979. (FL)

We begin the article with a brief discussion of why groups are recommended in language teaching. After that, we describe what Cooperative Learning (CL) is. Then, we suggest ways in which CL and Information Technology (IT) fit well together. This is followed by some examples of how to combine CL with IT. [This article was published in Teaching of English Language and Literature," v13 n2 p5-8 1997.]

Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically-validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities and the quality of explicit instruction served as treatment intensity metrics. A total of 465 kindergarten students with mathematics difficulties from 136 intervention groups participated. Results suggested comparable performances between the 2:1 and 5:1 intervention groups on six outcome measures. Observation data indicated that the intensity of student practice opportunities differed by group size. Students in the 5:1 groups received more opportunities to practice with their peers, while students in the 2:1 groups participated in more frequent and higher quality individualized practice opportunities. Implications in terms of delivering Tier 2 interventions in small-group formats and engaging at-risk learners in meaningful practice opportunities are discussed. [This paper was published in "Journal of Learning Disabilities" v52 n2 p168-180 Mar 2019 (EJ1203634). The published article was titled "Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention within a Systematic Framework of Replication."]

To develop adult learning groups in formal educational settings, the educator must understand the nature of learning in groups. Three types of group learning are instrumental, communicative, and emancipatory. The type of learning that occurs in groups varies according to the learning tasks and goals. Group learning that has as its goal the acquisition of instrumental knowledge is cooperative. The term collaborative describes group learning based on communicative knowledge. Transformative applies to learning groups that seek emancipatory knowledge. Cooperative learning focuses on the learning of individuals; as groups engage in collaborative or transformative learning, the distinction between individual and group learning becomes more invisible. The facilitator fosters, assists, supports, and helps with accomplishing learning tasks by sharing responsibilities with learners; establishes and maintains the group learning environment; and provides information about the group process. The facilitator's roles and responsibilities change to correspond to the group's purposes and goals. Size is an important characteristic of groups, with smaller groups (six or less) being more cohesive and productive. Facilitator-selected groups tend to perform better. Important considerations when structuring group learning for adults are the experience's purpose, an appropriate role for the facilitator, and group formation. (YLB)

The present study attempts to expand current question categorization schemes to identify question types that discriminate good learners from their peers in collaborative problem-solving groups. The study also explores the effects of person and task variables on students' question-asking behaviors in an effort to identify those that facilitate mathematics problem solving. Forty-seven fifth graders from two independent urban schools that use cooperative-learning methods participated in the study. Students were asked to solve fraction problems in one set containing continuous problems and in another set consisting of discrete problems. A question-categorization scheme was devised to code student requests to each other for information or assistance. No significant differences were found in the numbers of questions asked by students of high, low, or average ability. Although this appears contradictory to some previous results, it may be that including question types that were not exclusively help seeking explains the discrepancy. Overall, results indicate that type of task interacts with student characteristics and the setting to affect performance and students' peer-directed questions. Prior experience with cooperative-learning groups appears to have affected problem-solving and questioning performance. Two figures present study findings. (Contains 73 references.) (SLD)

Paired-associate learning efficiency was assessed within four low-SES ethnic populations (black, Chinese-American, Latino-American, and white) as a function of presentation conditions and method of measurement (verbal recall vs. pictorial recognition). A mixed-list paired-associate task was administered individually to 40 second grade children from each group. The results revealed substantial effects for presentation conditions, but not for populations. Nevertheless, the pattern of conditions effects differed as a function of both populations and measurement method. An explanation of the results was discussed in terms of the concept of differential memory coding as a function of specific subject characteristics. (References, tables, and figures are appended.) (Author)

Collaboration in the classroom was studied using the Web of Intersubjectivity (L. Albert and others, 1999), a model of collaboration, and the concept of intersubjective inquiry was developed and explored. This study represents the third phase of an ongoing research project. In the first phase, researchers identified the Web of Intersubjectivity and intersubjective inquiry. In the second phase, researchers applied the Web of Intersubjectivity in their professional practices, and phase 3 concerned the use of intersubjective inquiry as research tool to assess the Web of Intersubjectivity as a model to guide the development and support of collaborative groups in individual classrooms. Intersubjective inquiry is a combination of the components of a bootstrap group, as identified by Heron (1996) and the tenets of educational action research. Data sources for this study included recorded conversations, e-mail discussions, field notes, readings, and samples of student work. Pedagogical practices were studied with 84 college algebra students and reflections were studied with 7 graduate students in a Master's program in occupational therapy. Study findings support the use of the Web of Intersubjectivity as a metaphor for planning and modifying collaborative learning experiences at graduate and undergraduate levels. They also show the fluid nature of the Web construct and the usefulness of intersubjective inquiry. (Contains 41 references.) (SLD)

In this paper, an application of one aspect of the Internet technology, namely Internet groups, into the teaching of American and British literatures is evaluated by means of a content analysis of the Internet group which was used as the course component. The aim of this paper was to see how students used the Internet group in the learning of literature so that the effect of the use of an Internet group on learning literature can be discussed. In this study, content analysis was used to understand the nature of the activity situated in the Internet group. The results of the analysis of the Internet group suggest that the Internet group was mainly used by the course takers for formal interaction. It is seen that very little collaboration or real interaction took place amongst the course takers towards creating meaning together. The results support the view that using technology in literature learning has advantages mainly because the students were interested in working in this group although they were neither graded in the activity nor were mandated to take part in it. (Contains 1 figure.) [Abstract and Extended Summary also in Turkish.]

The current study aims at investigating the impact of homogeneous versus heterogeneous collaborative learning grouping in multicultural classes on the students' achievements and attitudes towards learning science. In the present study, heterogeneity was unpacked through two dimensions: the cultural background, represented by the different nationalities present in the class and the students' different abilities. The interaction between these two factors and their combined effect on the achievement and attitudes were also investigated. The study also considered an approach to provide quality teaching for a diverse group of students by neutralizing the heterogeneity factor or reducing its negative effect. For this purpose, 100 nine graders from more than 10 countries in an independent preparatory school in Doha / Qatar were divided into four classes and distributed over the following learning "STAD" groups: (1) Heterogeneous by ability but homogeneous by nationality; (2) Heterogeneous by nationality but homogeneous by ability; (3) Entirely heterogeneous (i.e. by both the ability and the nationality); and (4) Entirely homogeneous (i.e. by both the ability and the nationality). A diagnostic placement test, standardized pretest and posttest in addition to the regular school tests were used to measure the achievement of the students. A Questionnaire was developed to measure the attitudes of the students towards learning science as well as towards group working. The study concluded that the main effects of group structure on the students' attitudes towards learning science were demonstrated by the heterogeneous group. It affected all the attitude components except the "working with students from different cultural backgrounds" dimension, where nearly all group types had the same effect. However, this positive attitude was enhanced when the effect of mixed ability classes was combined with the effect of multiculturalism. Having foreign students or students from different cultures in a mixed ability class, yielded the best desired results. Therefore, the researcher highly recommends maximizing the heterogeneity in a class in all possible ways. The implemented collaborative learning strategy made learning more fun and beneficial for the students, enhanced their self confidence, academic awareness, and consequently their overall attitude towards science. The heterogeneity factor had a negative effect on the achievement of the students. The students in the mixed ability classes scored less than the students in other groups. However, when the "same ability" groups contained students from different cultural backgrounds, the results were the most favorable. The optimum class composition that may yield best achievement results and constructs positive attitudes is a compromise that maximizes group diversity and prevents individual isolation. The interaction between the two factors (ability + multiculturalism) gives the best desired results. In multicultural classes, collaborative learning should be supported by a multicultural education program, otherwise it would have little if any positive effect on the students achievement and attitudes towards learning science. (Contains 21 tables and 1 figure.) [Abstract modified to meet ERIC guidelines.]

The current study aims at investigating the impact of homogeneous versus heterogeneous collaborative learning grouping in multicultural classes on the students' achievements and attitudes towards learning science. In the present study, heterogeneity was unpacked through two dimensions: the cultural background, represented by the different nationalities present in the class and the students' different abilities. The interaction between these two factors and their combined effect on the achievement and attitudes were also investigated. The study also considered an approach to provide quality teaching for a diverse group of students by neutralizing the heterogeneity factor or reducing its negative effect. For this purpose, 100 nine graders from more than 10 countries in an independent preparatory school in Doha / Qatar were divided into four classes and distributed over the following learning "STAD" groups: (1) Heterogeneous by ability but homogeneous by nationality; (2) Heterogeneous by nationality but homogeneous by ability; (3) Entirely heterogeneous (i.e. by both the ability and the nationality); and (4) Entirely homogeneous (i.e. by both the ability and the nationality). A diagnostic placement test, standardized pretest and posttest in addition to the regular school tests were used to measure the achievement of the students. A Questionnaire was developed to measure the attitudes of the students towards learning science as well as towards group working. The study concluded that the main effects of group structure on the students' attitudes towards learning science were demonstrated by the heterogeneous group. It affected all the attitude components except the "working with students from different cultural backgrounds" dimension, where nearly all group types had the same effect. However, this positive attitude was enhanced when the effect of mixed ability classes was combined with the effect of multiculturalism. Having foreign students or students from different cultures in a mixed ability class, yielded the best desired results. Therefore, the researcher highly recommends maximizing the heterogeneity in a class in all possible ways. The implemented collaborative learning strategy made learning more fun and beneficial for the students, enhanced their self confidence, academic awareness, and consequently their overall attitude towards science. The heterogeneity factor had a negative effect on the achievement of the students. The students in the mixed ability classes scored less than the students in other groups. However, when the "same ability" groups contained students from different cultural backgrounds, the results were the most favorable. The optimum class composition that may yield best achievement results and constructs positive attitudes is a compromise that maximizes group diversity and prevents individual isolation. The interaction between the two factors (ability + multiculturalism) gives the best desired results. In multicultural classes, collaborative learning should be supported by a multicultural education program, otherwise it would have little if any positive effect on the students achievement and attitudes towards learning science. (Contains 21 tables and 1 figure.) [Abstract modified to meet ERIC guidelines.]

Compared were the characteristics of 60 learning disabled (LD) and 60 normal children (all between 8- and 11-years-old) participating in the Georgia Reading Research Program. The target group consisted of LD children who showed deficits in the psychological process of ordering/sequencing; while the LD reference group were average or above average in ordering/sequencing abilities. Instruments used to assess these deficits were the Wechsler Intelligence Scale for Children Sequencing Triad and the Wide Range Achievement Spelling Test. Other differences between the two groups were that the target group had instructional reading levels one or more years below their expected grade placement levels and were enrolled in special classes; while the LD reference children were enrolled in regular classes and were reading within six months of expected grade level. The program was to focus on an evaluation of specific curriculum treatments designed to facilitate reading achievement. (Author/DB)

This final report describes Project BLEND (Beginning Learning Experiences in Developmentally Inclusive Groups and at Home), a project designed to develop, implement, evaluate, and disseminate an ecological model for early intervention for children with developmental delays. Project BLEND included the following components: (a) the partnership (family, child care, BLEND) that was the context in which all activities for supporting each child's development were designed and implemented; (b) service coordination that assisted parents in establishing child care services and coordinating services from other agencies; and transition planning that assisted the child and family in making the transition to their next environment. In the first phase of the project, this model was developed and refined. In the second phase, the model was fully implemented with an existing early intervention center and community child care programs in middle Tennessee. In the third phase, the model was replicated in two sites: a school system in an urban setting that serves young children with disabilities (ages 3-5) and a second site that serves infants and toddlers with developmental delays and their families in a rural community. The report describes the project's activities and includes project implementation and replication checklists in the appendices. (Contains 12 references.) (Author/CR)

This study investigated congruence in ego stage and group relevant aspects of teachers' and learners' personalities, and between their preferences for and perceptions of group work and emotionality behaviors, as related to learners' learning achievement and to teacher and student satisfaction with learning group membership. Subjects (130 learners and seven teachers) were given the Ideal Group and Self-Description questionnaires, and measures of perception and satisfaction; each teacher also constructed a test of terminal student proficiency. Overall evidence from analysis of the ego-stage dyadic congruency, the group-relevant congruency, and the preference and perception congruency variables in association with teacher and learner satisfaction and learning achievement, did not form any assumptions as to their predictive relationships. The data did reveal some strength by the ego-stage dyadic congruency variable, especially in association with the dependent variables of learner achievement. Supplemental analysis of the eight ego stages indicated that teacher-learner dyadic congruency was not significantly related to learner satisfaction. Reasons for the findings were suggested, along with wider implications. Thesis is available from University Microfilms. (LY)

The impact on achievement of (a) cooperative learning in which members discussed how well their group was functioning and how they could improve its effectiveness, (b) cooperative learning without any group processing, and (c) individualistic learning were compared on daily achievement, post-instructional achievement, and retention. Eighty-four third-grade students were randomly assigned to the three conditions stratifying for sex and ability level. The results indicate that the high-, medium-, and low-achieving students in the cooperation with group processing condition achieved higher on all three measures than did the students in the other two conditions. Students in the cooperation without group processing condition, furthermore, achieved higher on all three measures than did the students in the individualistic condition. Keywords include: Cooperation; Achievement; and Group Processing.