Implementing cooperative learning

The major purpose of this study was to analyze teachers' perceptions of cooperative learning and its implementation in their classrooms following a common training experience. Secondary purposes were to determine if perceptions differed according to nine demographic variables and to determine if perceptions differed according to the manner in which participants were recruited to enroll in a training course.;The sample population for the study consisted of teachers who had completed a course, "Using Cooperative Learning Strategies in the Classroom," during 1994 and 1995. Of 301 teachers surveyed, there were 183 respondents for a return rate of sixty-one percent (61%).;A survey was designed to collect data from each teacher. Respondents were asked to indicate their perceptions regarding the influence of completing the cooperative learning course and various attitudes toward their implementation of cooperative learning. In addition, teachers were asked to indicate their frequency of use of specific cooperative learning strategies taught in the course.;Data were analyzed using frequency distributions, percentages, and Chi-square. Open ended responses were analyzed in order to develop descriptive information.;Most respondents (98%) reported high satisfaction with the quality of their training experience. All tabulations indicate the course was perceived as having a strong influence on academic and social concerns in respondents' classrooms. Further, most teachers reported supportive attitudes from others toward their own implementation of cooperative learning strategies.;Results of this study revealed the cooperative learning strategies most preferred by teachers. The most preferred strategies were those that could be readily incorporated into existing teaching practices. Of nine demographic variables examined, quality of course experience produced the most significant differences. Teachers who rated their course experience as "extremely high" were more likely than expected to report favorably toward course influences. Patterns of responses to selected items by those recruited differently for course enrollment showed few differences.;Recommendations included strategies for providing further professional development and support for teachers' implementation of cooperative learning. Additional suggestions for future research regarding implementation of cooperative learning are provided.