This paper extends previous efforts to provide clarity to the field of
cooperative learning. Various theoretical approaches to learning from
peers are described, and the implications of these approaches for key
instructional choices by teachers are delineated. The primary perspec
tives of interest in this paper were social-behavioral approaches and
cognitive approaches. Potential sources of problems are identified, an
d suggestions for averting such problems are provided. The role of the
teacher within the cooperative classroom is also discussed.