References:

Abrami, P., Chambers, B., Poulsen, C., DeSimone, C., d'Apolionia, S., Howden, J. (1995). Classroom connections: Understanding and using cooperative learning. Montreal: Harcourt Brace,

Altrichter, H., Posch, P., & Somekh, B. (1993). Teachers investigate their work: An introduction to the methods of action research. New York: Routledge.

Brown, L., & Gilligan, C. (1992). Meeting at the crossroads: Women 's psychology and girls' development. New York: Ballantine.

Campbell, D.T., & Stanley, J.C. (1963/1966). Experimental and quasi-experimental designs for research. Hopewell, NJ: Houghton Mifflin.

Cohen, E. (1984). Talking and working together: Status, interaction, and learning. In P. Peterson, L. Wilkenson, & M. Hallinan (Eds.), Instructional groups in the classroom: Organization and processes (pp. 171-187). Orlando, FL: Academic.

Cohen, E. (1994). Designing group work: Strategies for the heterogeneous classroom (2nd ed.), New York: Teachers College Press.

Cohen, E., & Lotan, R. (1995). Producing equal status interaction in the heterogeneous classroom. American Educational Research Journal, 32, 99-120.

Cohen, L., Manion, L., & Morrison, K. (1996). A guide to teaching practice (4th ed.). New York: Routledge.

Cooper, J. (Ed.). (1999). Classroom teaching skills (6th ed.). Boston: Houghton Mifflin.

Eder, D. (1985). The cycle of popularity: Interpersonal relationships among female adolescents. Sociology of Education, 58, 154-165.

Eder, D. (1995). School talk: Gender and adolescent culture. New Brunswick, NJ: Rutgers University Press.

Elliott, J. (1988). Teachers as researchers. In J. Keeves (Ed.), Educational research, methodology, and measurement: An international handbook (pp. 78-81). New York: Pergamon.

Etzkowitz, H., Kemelgov, C., Newschatty, M., Uzzi, B., & Alonzo, J. (1994). The paradox of critical mass of women in science. Science, 266, 51-54.

Evans, K. (1996). Creating spaces for equity?: The role of positioning in peer-led literature discussions. Language Arts, 73, 193-202.

Gilligan, C. (1990). Teaching Shakespeare's sister: Notes from the underground of female adolescence. In C. Gilligan, N. Lyons, & T. Hanmer (Eds.), Making connections: The relational worlds of adolescent girls at Emma Willard School (pp. 6-29). Cambridge, MA: Harvard University.

Gillies, R. (1997). Interactions of children in classroom-based workgroups. (ERIC Document Reproduction Service No. ED408 272)

Gillies, R., & Ashman, A. (1995). Promoting cooperative and helping behaviors in student work groups through training in small group processes. (ERIC Document Reproduction Service No. ED388 923)

Guzzetti, B., & Williams, W. (1996). Gender, text, and discussion: Examining intellectual safety in the science classroom. Journal of Research in Science Teaching, 33, 5-20.

Hurley, J. (1996). Ratings of interpersonal conduct in small groups by aggregated peers and self: Replicated factor analysis. Journal of Social Psychology, 136, 597-611.

Johnson, E. (1997). Cultural norms affect oral communication in the classroom. New Directions for Teaching and Learning, 70, 47-52.

Johnson, D.W., & Johnson, F.P. (1991). Joining together: Group theory, and group skills. Englewood Cliffs, NJ: Prentice-Hall.

Johnson, D.W., & Johnson, R. T., & Holubec, E. J. (1992). Advanced cooperative learning. (rev.). Englewood Cliffs, NJ: Prentice-Hall.

Johnson, D., Johnson, R., & Holubec, E. (1993). Circles of learning: Cooperation in the classroom (4th ed.). Edina, MN: Interaction Book.

Kagan, S., & Kagan, M. (1994). The structural approach: Six keys to cooperative learning. In S. Sharan (Ed.), Handbook of cooperative learning methods (pp. 115-133). Westport, CT: Greenwood.

Kaplan, A., Klein, R., & Gleason, N. (1991). Women's self development in late adolescence. In J. Jordan, A. Kaplan, J.B. Miller, I. Stiver, & J. Surrey (Eds.), Women's growth in connection: Writings front the Stone Center (pp. 122-140). New York: Guilford.

Kemmis, S. (1988). Action research. In J. Keeves (Ed.), Educational research, methodology, and measurement: An international handbook (pp.42-49). New York: Pergamon.

King, L. (1989). Student classroom perceptions and cooperative learning groups. (Technical Report No. 475). Columbia, MO: University of Missouri, Center for Research in Social Behavior.

Lafrance, M. (1991). School for scandal: Different educational experiences for females and males. Gender and Education, 3, 3-13.

Light, R. (1990). Explorations with students and faculty about teaching, learning, and student life. Cambridge, MA: Harvard University Press.

Lou, Y., Abrami, P., Spence, J., Poulsen, C., Chambers, B., & d'Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66, 423-458.

McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. New York: Routledge.

Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage.

Morgan, D. (1997). Focus groups as qualitative research (2nd ed.). Thousand Oaks, CA: Sage.

Mulyran, C. (1995). Fifth and sixth graders' involvement and participation in cooperative small groups in mathematics. The Elementary School Journal, 95, 297-310.

Oakes, J. (1992). Can tracking research inform practice? Technical, normative, and political considerations. Educational Researcher, 21(4), 12-21.

Oakes, J., Ormseth, R., & Camp, P. (1994). Multiplying inequalities: The effects of race, social class, and tracking on students' opportunities to leant mathematics and science. Santa Monica, CA: Rand Corporation.

Orlich, D., Harder, R., Callahan, R., & Gibson, H. (1998). Teaching strategies: A guide to better instruction (5th ed.). Boston: Houghton Mifflin.

Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls. New York: Ballantine.

Pollack, W. (1998). Real boys: Rescuing our sons from the myths of boyhood. New York: Random House.

Rehling, L. (1996). Writing together: Gender's effect on collaboration. Journal of Technical Writing and Communication, 26, 163-176.

Rosser, S. (1997). Re-engineering female friendly science. New York: Teachers College Press.

Schofield, J. (1981). Complementary and conflicting identities: Images and interaction in an interracial school. In S. Asher & J. Gottman (Eds.), The development of children's friendships (pp. 53-90). Cambridge, UK: Cambridge University Press

Sharan, Y., & Sharan, S. (1992a). Group investigation: Expanding cooperative learning. New York: Teachers College Press.

Sharan, Y., & Sharan, S. (1992b). Expanding cooperative learning through group investigation. New York: Teachers College Press.

Shulman, J., Lotan, R., & Whitcomb, J. (Eds.). (1998). Group work in diverse classrooms: A casebook for educators. New York: Teachers College Press.

Slavin, R. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice-Hall.

Slavin, R. (1993). Ability grouping in the middle grades: Achievement effects and alternatives. The Elementary School Journal, 93, 535552.

Slavin, R. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Sommers, E. (1992). Peer groups in evolution.: Inventing classroom communities. (ERIC Document Reproduction Service No. ED345 290).

Stevens, J. (1996). Applied multivariate statistics for the social sciences. (3 ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

Stringer, E. (1996). Action research: A handbook for practitioners. Thousand Oaks, CA: Sage.

Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA, USA: Sage Publications, Inc.

Townsend, M., & Hicks, L. (1995). Classroom goal structures, social satisfaction and the perceived value of academic tasks. (ERIC Document Reproduction Service No. ED387 762)

Vaughn, S., Schumm, J., & Sinagub, J. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage.

Webb, N., & Palinscar, A. (1996). Group processes in the classroom. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 841-873). New York, NY: Simon & Schuster Macmillan.

Webb, N., Baxter, G., & Thompson, L. (1997). Teachers' grouping practices in fifth-grade science classrooms. The Elementary, School Journal, 98, 91-113.

Weisfeld, G., Omark, D., & Cronin, C. (1980). A longitudinal and cross-sectional study of dominance in boys. In D. Omark, F. Strayer, & D. Freedman (Eds.), Dominance relations (pp.205-216). New York: Garland.