A Case Study of Implementing a Cooperative Learning Program in an Inner-City School
Although there is substantial research on the benefits of cooperative learning strategies, little is known about how teachers implement these strategies under typical school conditions. The purpose of the present case study was to exam ine the implementation process for 9 teachers at 1 elementary school during a full year. Qualitative and quantitative measures included systematic classroom observa tion, teacher questionnaires, interviews, and informal contacts with the principal and teachers. The major finding of the study was that most teachers became increas ingly proficient over the year at implementing 1 type of cooperative learning (STAD?Student Teams-Achievement Divisions), but considerable planning and monitoring were needed to ensure their success. Over time, teachers tended to become increasingly satisfied and comfortable in using STAD; associated outcomes were moderately high levels of student collaboration and interdependence during the cooperative learning sessions. However, despite these outcomes, many of the teach ers struggled throughout the year to understand and implement the specific strate gies prescribed by the STAD model. Three emergent themes related to these strug gles?training, administrative support, and peer encouragement?emerged from the study. Each seems critical to the quality of the classroom implementations of STAD that were achieved.