The Social Context of Instruction. Group Organization and Group Processes. [Papers Presented at a Conference Held at The Wisconsin Center for Education Research (Madison, May 1982).]

This book is an outgrowth of a conference funded by the National Institute of Education and held at the Wisconsin Center for Education Research in May 1982. A major theme of this volume of collected papers is how and in what ways grouping of students can be used effectively. Papers included are: (1) "Instructional Groups in the Classroom: Organization and Processes" (P.L. Peterson and L.C. Wilkinson); (2) "Do Students Learn More in Heterogeneous or Homogeneous Groups?" (T.L. Good and S. Marshall); (3) "Grouping and Instructional Organization" (S.T. Bossert, B.G. Barnett, and N.N. Filby); (4) "The Social Organization of Instructional Grouping" (J.E. Rosenbaum); (5) "First-Grade Reading Groups: Their Formation and Change" (R. Dreeben); (6) "Effects of Race on Assignment to Ability Groups" (A.B. Sorensen and M. Hallinan); (7) "Frameworks for Studying Instructional Processes in Peer Work-Groups" (S.S. Stodolsky); (8) "Merging the Process-Product and the Sociolinguistic Paradigms: Research on Small Group Processes" (P.L. Peterson, L.C. Wilkinson, F. Spinelli, and S.R. Swing); (9) "Student Interaction and Learning in Small-Group and Whole-Class Settings" (N.M. Webb and C.M. Kenderski); (10)"Talking and Working Together: Status, Interaction, and Learning" (E.G. Cohen); (11) "The Development of Attention Norms in Ability Groups" (D.Eder and D. Felmlee); and (12) "Vygotskian Perspectives on Discussion Processes in Small-Group Reading-Lessons" (K. Hu-pei Au and A.J. Kawakami). M. Hallinan presents a summary and implications. Author and subject indexes are included. (CB)