Research on cooperative learning and achievement: Comments on Slavin

Slavin (1996) reconciles apparently conflicting theoretical perspectives on cooperative learning and achievement and describes areas in need of additional research. We critique Slavin's position on the underlying mechanisms of cooperative learning and raise three questions: What affects motivation and learning in cooperative groups? Is there (cooperative) life after group rewards? When are teacher-imposed structures necessary? We expand on several areas for future research raised by Slavin (1996) and ask five questions: What happens when groups fail? How should students be grouped for cooperative learning? Why do teachers use cooperative learning? How should curriculum materials be designed for cooperative learning? How widely can cooperative learning be applied? (C) 1996 Academic Press, Inc.