Ml 48824. His areas of specialization include cognitive studies of teaching and learning, mathematics teaching and learning, and educational technology. HILDA BORKO is a professor in the School of Education at the University of Colorado at Boulder. Her research addresses teacher cognition and the process of learning to teach. Her current work explores teachers' learning ofreform-based practices, and the teacher education and professional development experiences that support such learning.Contributions of the two authors to this article were equal. We rotate order of authorship in our writing.

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Supporting productive peer-to-peer interaction is a central challenge in online courses.  Although cooperative learning research provides robust evidence for the positive outcomes of face-to-face cooperative learning (Johnson & Johnson, 1989), online modes of cooperative learning have provided mixed results. This study examines the effects of synchronous versus asynchronous interaction on students’ sense of cooperation, belonging, and affect in online small-group discussions. Fifty-two undergraduate students were assigned to synchronous and asynchronous interaction conditions.  The findings support prior research that asynchronous communication interferes with the relationship between cooperative goals and the outcomes of cooperation. Results inform theory and practice, by showing that asynchronous cooperative learning may not work as designed because the presence of cooperative goals do not predict cooperative outcomes.

This study examined how six experienced teachers acquired information about students' knowledge and used that information to adjust their instruction while tutoring. Each teacher tutored five simulated students and one live student in the algorithm for whole number addition. A diagnostic/remedial perspective in which the teacher forms a detailed model of the individual student's knowledge and misconceptions was assumed in the early stages of the study, but did not describe adequately the tutoring of the teachers. Diagnosis was not their primary goal. Rather, each teacher appeared to move through a curriculum script-a loosely ordered but well defined set of skills and concepts students were expected to learn, along with the activities and strategies for teaching this material