Cooperative learning has been enthusiastically embraced by schools as a way of addressing many of the ills faced in education. Cooperative learning has been pitted against ability grouping since many of the strongest supporters of cooperative learning are also the most vocal critics of ability grouping. The purpose of this article is to clarify some of the issues surrounding, and research supporting, the applications of both cooperative learning and ability grouping. A more balanced, critical approach to the use of a variety of educational practices to meet the varied needs of students is advocated.
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