In this concise book, David and Roger Johnson and Edythe Johnson Holubec reinforce the cooperative learning theories found in Circles of Learning: Cooperation in the Classroom and expand those theories to include the school and school district. Offering a thorough description of cooperative learning and the research behind it, the authors explain how cooperative learning can be implemented in the classroom and why cooperation must pervade schooling at every level.

They discuss not only formal cooperative learning but also informal cooperative learning, cooperative base groups, and cooperative structures. They emphasize that cooperation is more than a seating arrangement, that educators must attend to these essential components:

* Positive interdependence
* Individual accountability/personal responsibility
* Face-to-face promotive interaction
* Interpersonal and small-group skills
* Group processing

Conflict is inevitable in any environment, and the authors provide succinct advice on managing conflict to creative a cooperative environment, structuring academic controversies, teaching procedures and skills, structuring a peacemaking program, teaching negotiation/mediation procedures and skills, and arbitrating as a last resort.

If you want a successful learning community where people support each other's efforts and treat one another with respect, helping students develop their cooperative learning skills should be a key part of your strategy--and with this book you can start doing that.

About the Author

Roger T. Johnson is a professor of curriculum and instruction at the University of Minnesota. He holds his doctoral degree from the University of California in Berkeley. He is the Co-Director of the Cooperative Learning Center. His public school teaching experience includes kindergarten through eighth grade instruction in self-contained classrooms, open schools, nongraded situations, cottage schools, and departmentalized (science) schools. He has consulted with schools throughout the world. He taught in the Harvard-Newton Intern Program as a master teacher. He was a curriculum developer with the Elementary Science Study in the Educational Development Center at Harvard University. For three summers, he taught classes in the British Primary Schools at the University of Sussex near Brighton, England. He has been honored with national awards from numerous organizations. He is the author of numerous research articles, book chapters, and books.

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