Cooperative learning is being recommended as a solution for numerous education problems, from enhancing disadvantaged children's self-esteem to ensuring academic success for all students. Cooperative learning has great potential as a supplement or alternative to traditional teaching methods when students are adequately socialized and motivated. The teacher's role is crucial, since conventional workbook exercises are usually inadequate and students must be led to assume responsibility for their own learning and deportment. This "Roundup" summarizes cooperative learning research studies by four major contributors. Robert Slavin's comprehensive review article, stressing group goals and individual accountability, links the use of Student Team Learning and Group Investigation models to student gains in achievement, intergroup relations, and self-esteem. David Johnson and Roger Johnson's meta-analysis shows the superiority of cooperative learning strategies in promoting student achievement and identifies factors influencing group success or failure. Elizabeth Cohen's article argues that cooperative learning's survival depends on developing new curriculum materials, addressing student status problems, and creating collegial and administrative support systems for teachers. Daniel Solomon's study of cooperative learning in a longitudinal Child Development Project shows that K-4 students in three program schools exhibited more socially responsive behavior and concern for democratic values that their peers in control schools. (MLH)