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1、ResearchonCooperativeLearningandAchievement:WhatWeKnow,WhatWeNeedtoKnowRobertE.SlavinCenterforResearchontheEducationofStudentsPlacedatRiskJohnsHopkinsUniversityOctober1995ThispaperisadaptedfromSlavin,1992.ItwaswrittenunderagrantfromtheOfficeofEducationalResearchandImprovement,U.S.Depa
2、rtmentofEducation(No.OERI-R-117-D40005).However,anyopinionsexpressedaremineanddonotnecessarilyrepresentOERIpositionsorpolicies.Researchoncooperativelearningisoneofthegreatestsuccessstoriesinthehistoryofeducationalresearch.Whiletherewassomeresearchonthistopicfromtheearlydaysofthiscentu
3、ry,theamountandqualityofthatresearchgreatlyacceleratedintheearly1970's,andcontinuesunabatedtoday,aquarter-centurylater.Hundredsofstudieshavecomparedcooperativelearningtovariouscontrolmethodsonabroadrangeofmeasures,butbyfarthemostfrequentobjectiveofthisresearchistodeterminetheeffectsof
4、cooperativelearningonstudentachievement.Studiesoftheachievementeffectsofcooperativelearninghavetakenplaceineverymajorsubject,atallgradelevels,inalltypesofschoolsinmanycountries.Bothfieldstudiesandlaboratorystudieshaveproducedagreatdealofknowledgeabouttheeffectsofmanytypesofcooperative
5、interventionsandaboutthemechanismsresponsiblefortheseeffects.Further,cooperativelearningisnotonlyasubjectofresearchandtheory;itisusedatsomelevelbymillionsofteachers.Arecentnationalsurvey(Puma,Jones,Rock,&Fernandez,1993)foundthat79%ofelementaryteachersand62%ofmiddleschoolteachersreport
6、edmakingsomesustaineduseofcooperativelearning.Giventhesubstantialbodyofresearchoncooperativelearningandthemanycooperativelearningprogramsinwidespreaduse,itmightbeassumedthatthereislittlefurtherresearchtobedone.Yetthisisnotthecase.Therearemanyveryimportantquestionsinresearchonthistopic
7、,andagreatdealofdevelopmentandevaluationremainstobedone.Initsfullestconceptioncooperativelearningprovidesaradicallydifferentapproachtoinstruction,whosepossibilitieshavebeentappedonlyonalimitedbasis.Whilethereisagrowingconsensusamongresearchersaboutthepositiveeffectsofcooperativelearni
8、ngons