Compares cooperative learning with earlier educational reforms. Suggests that cooperative learning succeeds where others have failed because it incorporates well-developed theory and research with support for teachers over an extended time. Discusses the good fit between cooperative-learning approaches and social studies instruction. (SG)

Asserts that, in the social studies classroom, students' participation in language activities in which form, function, and audience are varied is a crucial dimension of their becoming effective citizens. Includes a table listing linguist Michael Halliday's seven purposes of language accompanied by classroom examples of each. (MJP)

Considers educational and philosophical responses to social and economic change. Offers an insightful review of four major educational philosophies that have emerged from within the North American teaching tradition: perennialism, essentialism, progressivism, and reconstructivism. (MJP)