List of Articles

Featured Research and Rationale Articles

• Kagan Structures: Research and Rationale

  "Why adopt Kagan Structures?" In this thoughtful article, Dr. Spencer Kagan reviews how Kagan Structures respect many of the most important learning theories, produce the most highly desired educational outcomes, and are supported by hard empirical data. With so much anecdotal, theoretical, and empirical support, the question becomes, "Why not adopt Kagan Structures?" Read Article

• Kagan Structures Decrease Disruptive Behavior

  Kagan Structures were never specifically designed as discipline strategies. However, data shows a dramatic a reduction of classroom discipline problems and an increase in positive behaviors are byproducts of implementing Kagan. In this article, Dr. Kagan reviews impressive discipline data from schools implementing Kagan. He provides five interrelated explanations for this phenomena. Perhaps it should come as no surprise that an approach that is based on cooperation is resulting in kinder, more cooperative students. Read Article

• Reducing At-Risk Students with Kagan

  Athenian Academy of Technology and the Arts dramatically reduced ALL four “At Risk” factors for students dropping out of high school. See how Athenian reduced absences, suspensions, and core course failures. At the same time these at-risk factors were making a sharp decline, Athenian made huge improvements in students learning as reflected by the test score data shown. Read Article

RESEARCH STUDIES AND REVIEWS

• A Simple Bully Buster: Cooperative Learning

  Working cooperatively in the classroom results in more kind behavior toward classmates. Working competitively leads to more acts of aggression. Intended or not, cooperative learning is a bully prevention program by producing more kind and caring students. Read Article

• A Teacher Fosters Social Competence With Cooperative Learning

  Is cooperative learning worth the effort? Yes! is the resounding answer from this once-struggling novice 4th grade teacher who found Kagan Structures. The author details her journey from struggling with group work to succeeding with structures. She conducted an inquiry project and found that with Kagan Structures, student interaction patterns changed and promoted less social isolation, disruptive behaviors steadily dropped, and students improved their social skills. Read Article

• Closing the Achievement Gap

  Miguel Kagan – Kagan offers an approach to increase achievement for all students, while narrowing the achievement gap. View impressive results by a Kagan school. See how the Kagan school was much more successful at decreasing the gap than other schools in the district and state. Read Article

• Cooperative Learning Structures Are Violence Prevention

  In this provocative article, Dr. Kagan argues that school violence—from the horrific tragedies to the daily bullying—can be prevented. By having students work cooperatively, students create strong friendships with many classmates. Violence, bullying, and racism all decrease in a more friendly learning environment. Read Article

• Cooperative Learning Structures Can Increase Student Achievement

  Jeanie M. Dotson – This study compares achievement scores of sixth-grade social studies students who participated in classes using Kagan's Structures with students who did not. We've known for years the power of Kagan structures for ALL students based on anecdotal data and a mountain of research on cooperative learning. This research looks specifically at Kagan structures and suggests that their use can increase achievement for gifted students, students that are mentally impaired, students with learning disabilities, and students with 504 plans. Read Article

• Cooperative Learning Structures Improve Performance and Attitudes of High School Journalism Students

  Bret Howard – Two simple Kagan Structures, Quiz-Quiz-Trade and Timed Pair Share are put to the test. Will they improve content learning? Will they enjoy cooperative learning? Results from this action research answer conclusively — Yes! Students using cooperative learning structures outperform peers taught with traditional teaching methods. Cooperative learning creates greater gains, and results in higher average scores. Read Article

• Effect Size Reveals the Impact of Kagan Structures and Cooperative Learning

  Effect size is a statistical tool educational researchers use to determine the effectiveness of innovations. Do Kagan Structures work? You bet your effect size they do! Learn about effect sizes. Learn about the research on cooperative learning and Kagan Structures. Read Article

• Effects of Communication on Student Learning

  Craig R. Murie – The author documents his success using Kagan Structures to increase student communication over mathematical concepts and procedures, and test scores. In this teacher-friendly action research article, Craig summarizes his old routine for teaching high school mathematics for 29 years and his new approach to enhance student interaction. His college Math 99 section—one of nine sections taught by seven different instructors—outscored all other sections on the same exams, topping the average of the eight other sections by 20 percent (79% compared to 59%). Read Article

• Impacts of Kagan Cooperative Learning Structures on Fifth-Graders' Mathematical Achievement

  Dr. Lisa Cline – Do Kagan Structures really improve achievement? In her doctoral dissertation, the author compares three Kagan Structures— RallyCoach, RoundTable, and Timed Pair Share — to individual guided practice. Take a guess: Do you think students learned more in the traditional class or in the Kagan class? You guessed it, students learned significantly more in the Kagan class. Read the summary of research and review the inspiring gains. Read Article

• Increasing Student Participation, Interest, and Communication with Cooperative Learning Structures

  This research project examined students' attitudes toward Kagan Cooperative Learning Structures on a number of dimensions: enjoyment in participating in structures, increased interest in the learning topic, improved communication skills, comfort with peers and teacher, and increase in classroom participation. See how students rated Kagan Structures. Read Article

• Kagan Implementation Surveys

  As part of ongoing professional improvement programs in schools and districts, Kagan surveys teachers to glean insight on the impact trainings have on the implementation of Kagan instructional strategies. Learn about Kagan's implementation surveys and see what teachers are telling us. Read Article

• Kagan Structures Add Power To Corporate Classes

  Two trainers for General Motors (GM) Powertrain Division discover Kagan Structures. By implementing Kagan Structures in their corporate classes, they experience nearly a 20 percent increase in test scores. Read how Kagan Structures have increased test scores, engagement in the class, and enthusiasm for the content. Read Article

• Kagan Structures and High School Algebra

  Jodi Van Wetering, Math Teacher Downers Grove North High School – This study examines the impact of Kagan Structures on student achievement. Consistent achievement gains as measured by class averages were found when using Kagan Structures vs. traditional instruction for Algebra and Advanced Algebra with Trigonometry. Study also includes student survey results and comments about their attitudes toward using Kagan Structures as well as teacher reflections on implementing Kagan Structures. Read Article

• Kagan Structures Decrease Disruptive Behavior

  Kagan Structures were never specifically designed as discipline strategies. However, data shows a dramatic a reduction of classroom discipline problems and an increase in positive behaviors are byproducts of implementing Kagan. In this article, Dr. Kagan reviews impressive discipline data from schools implementing Kagan. He provides five interrelated explanations for this phenomena. Perhaps it should come as no surprise that an approach that is based on cooperation is resulting in kinder, more cooperative students. Read Article

• Kagan Structures Elevate High School Achievement

  Dr. Kagan responds to a high school teacher's misconception that, "My students are too old for this." Scientific research studies, student surveys, and teacher action research all confirm that Kagan Structures not only work with secondary students—they work very well! Read Article

• Student Comments on Cooperative Learning and Multiple Intelligences Structures

  Karen Allard – Karen Allard shares comments from several of her top students to the question: "Do cooperative learning and multiple intelligences strategies help you study for quizzes, review information, and or help you discuss ideas and concepts about reading, writing and social studies?" You might be interested in hearing what her students have to say. We certainly were. Read Article

• Student Perceptions of Kagan Cooperative Learning Structures

  Do students prefer working in teams or independently? Do they think they learn more using structures or working independently? According to this action research project, it's not even close! 95% of students report Kagan Structures provide more opportunity to learn. Read Article

• The Effects of RoundTable Consensus on the Social and Task Engagement of Students with or at Risk of Disabilities

  This study investigates the effects of RoundTable Consensus on students identified with the highest and lowest social profiles in three upper-elementary classrooms. The study finds that RoundTable Consensus equalized participation patterns and was favored by all the students over unstructured group work. The researchers conclude, “The Kagan Structures can offer a safe, risk-free environment where students can develop their social skills, equally contribute in meaningful ways, and work toward a common goal.” Read Article

• Working Alone Won’t Get You Good Grades

  Students who work together and interact online are more likely to be successful in their college classes. While self-selected study teams have distinct advantages, they also have some inherent drawbacks that could be remedied with mixed ability groups. Read Article

REAL-WORLD SUCCESSES

Teacher & Classroom Successes

• Cooperative Chaos

  In this study, the author investigates how cooperative learning structures impact social skill development and social network patterns among first graders. Ms. Alvarez finds that through the use of structures, students are more willing to work with more classmates and are better equipped with the social skills to work together successfully. This is in contrast to the chaos that often results from simply telling students to work together without providing the structure for how. Read Article

• Endorsements from Kagan Practitioners

  Teachers of all grades and subject areas report powerful positive outcomes when they adopt Kagan structures. Here are a few examples of what Kagan practitioners are saying about Kagan structures: "In my 13 years of attending workshops and training, this has been the ONLY information I have received that I feel I will use until I retire." — Emma Slyow, 3rd grade teacher. "Thank you for opening my eyes to Dr. Kagan's Cooperative Learning. It really works! Dr. Kagan's strategies make the difference." — Mike DiDeminico, Staff Developer. "This program is amazing because it's so effective and so logical." — Rachelle Soper, 1st-2nd grade teacher. "This workshop is one of the best if not the best I have been a participant of in over 20 years of teaching. I can't wait for more!" — Paul Pearson, 9th-12th teacher Read Article

• English Language Learning Workshop Survey Results

  Kagan conducts surveys after every workshop. Teachers consistently rate the Kagan trainings as either the best they’ve ever had or at least high up there. But those are Kagan’s own surveys. What do teachers tell their district on their own independent survey? Read the article to find out! Read Article

• Kagan and 4th Graders Make Beautiful Music Together

  Behind tightly closed doors, fourth grade students are fully engaged and motivated as they practice playing recorders. Thanks to a Kagan Structure, RallyCoach, Ms. Cunningham no longer loses more and more students as she gradually introduces more difficult songs. Now, 60% more students achieve the highest level of competency — all with a simple change in how students practice. Read Article

• Kagan Cooperative Learning Creates Explosive Results in High School Chemistry

  Janina A. Mele – Janina Mele writes about her experiences with Kagan cooperative learning: "The second marking came to an end and as I recorded my students' grades, I was struck with a revelation. I seemed to be marking down 'A' too many times. I began to study these grades and discovered in one class a total of 17 A's out of 21 students, a class average of 90%. My other class had an average approaching 83 %. This was unheard of. I had never seen results like this before." Read Article

• Teacher of the Year

  Why was Ms. Andrews selected the Teacher of the Year for Sweetwater County School District #1 in Rock Springs, Wyoming? Brittany feels her use of Kagan Cooperative Learning and co-teaching were what set her apart. Learn about her successes over the years using Kagan with her students. Hear her inspirational philosophy about teaching and making an impact on the life of every student that enters her classroom. Read Article

• Teaching Japanese Students English with Kagan Structures

  Tamani was discouraged by the lack of engagement in her classes. She tried pair work and group work, but felt they didn't work well and took too much time. Then, she dicovered Kagan Structures and it all made sense. Tamami shares her personal journey of teaching English with Kagan Structures. Read Article

• You Will See Results!

  After the first quarter, 38% of Mrs. Hensley's 5th grade science was not passing. Something had to change. Mrs. Hensley started implementing RoundRobin, Fan-N-Pick, and Quiz-Quiz-Trade. The percentage of failing students dropped like the apple from Newton's tree. Take a look at her impressive results. Read Article

School Successes

• A “D” School Ramah Elementary

  Ramah Elementary in New Mexico was unpleasantly surprised with its low "D" rating, almost failing! With nearly a third of their students categorized as English language learners (ELL), teachers were challenged with helping students achieve both language and academic proficiency. Ramah introduced Kagan to their teachers. In one year, they posted a respectable 23 point growth. Read Article

• Achievement Still on the Rise At Catalina Ventura School

  Scott Heusman & Don Moenich – Back in the Fall of 2000, Don Moenich shared substantial achievement gains as a result of his school's effort to implement Kagan Structures. Three years later, the school is still going strong with Kagan and achievement scores are still climbing. Check out their charts and see how they're continuing their school improvement trend. Read Article

• At Lehigh Senior High School, “It’s All About Engagement!”

  Principal Jackie Corey shares what happened at her Title I high school when they went to school-wide Kagan implementation. Spoiler alert: Students improved academically as well as behaviorally. Lehigh experienced a 58% reduction in disciplinary referrals. Read Article

• Becoming Exemplary with Kagan

  Based on the success of his school, Mr. Winters is named a Rodel Exemplary Principal. Michael describes how he improved test scores and reduced discipline problems using Kagan. Read Article

• Caruthers Elementary Is on the Path to Achievement with Kagan

  Principal Dominguez reports a 95% growth in language acquisition as measured by the CELDT test. Teachers attribute the growth to the safety and communication that goes on with Kagan Structures. Read Article

• Closing the School Achievement Gap

  An Interview with Dr. Jean Maddox Tied for the lowest-achieving elementary school in the district, Principal Jean Maddox and her staff knew it was time for a change. They turned to Kagan to close the gap between more affluent and higher-achieving schools in the district. Read Article

• Discipline Referrals Decrease Dramatically at Sage Elementary

  For the past four years, discipline referrals at Sage have been steadily declining. Five years ago Sage began implementing Kagan Cooperative Learning. Coincidence? Not at all. Hear the two reasons Sage's instructional coach cites for Kagan's role in decreasing discipline referrals by 33% over the past four years. Read Article

• Earning A Grades with Kagan

  Principal Michael Winters made dramatic academic gains at his elementary school using Kagan. He was confident he could duplicate his success at another high poverty, diverse population school. Spoiler alert: He had even greater success with Kagan at his second school. Read Article

• Engaged Learning

  Kagan has helped transform the school culture at Parkview Elementary. Referrals for discipline have virtually disappeared. Kids are having fun learning. Teachers are having fun teaching. What more could you ask for? Read Article

• Every Child, Every Day at Waterway

  When Waterway was restructured from an grades 4-5 intermediate school to a preK-5 school, the school had serious challenges to overcome. They sought a solution that would raise test scores, improve student behavior, and create a safe learning environment. They found Kagan. Like the flip of a light switch, test scores went up, referrals went down, and the whole atmosphere improved. Read Article

• Fallibroome High School Is "Outstandingly Effective"

  Kagan Cooperative Learning is one of the major instructional thrusts for Fallibroome High in the UK. Fallibroome has been touted by "Her Majesty's Inspector of Schools" as "Outstandingly Effective." In this interview, Fallibroome Headmaster Peter Rubery, and lead Kagan Trainer in England, Gavin Clowes, share what they have done to reach all students and bring about record-breaking student achievement. Read Article

• From Failing to the Top 5%

  The school was graded a failing school, among the 100 worst in the UK. So the new head teacher introduced Kagan Structures and the turn around began. Teaching and learning improved and each subset of children measured made “outstanding progress.” Read Article

• Foster Road Elementary is on the Road to Success with Kagan Structures

  In 2004, Foster Road Elementary had the highest growth points in their district. They exceeded California's API target by 485%. Since the inception of the Public Schools Accountability Act, Foster Road's gains have surpassed the state's target by large margins. Dr. Maddox attributes much of their success to their work with Kagan. Read about their road to success. Read Article

• Kagan Structures Empower Teachers, and That Is a Beautiful Thing

  In this interview, Principal Brooke Kelly shares her successes with Kagan at Goose Bay Elementary. It didn't happen overnight, but office referrals almost disappeared. Her school went from the lowest in the district to one of the most successful. Brooke and her teachers share their struggles and their victories. Read Article

• Ripley Rising

  Ripley St. Thomas Academy was listed as one of the top 30 comprehensive schools in the UK. They were graded as "outstanding" in every aspect by Ofsted, the UK's inpsection office. Hear their Kagan success story. Read Article

• Kagan Structures Increase Achievement at Catalina Ventura School

  Don Moenich – Over the past four years, Catalina Ventura School has made major strides in assessment outcomes. Don Moenich, Title I coordinator, attributes much of students' academic and social success to Kagan structures. Don writes, "From 1996-97 to 1998-99, testing data from our District Assessment Plan in the area of reading, writing, and math, showed marked improvements in 23 of 26 areas when looking at percentages of students that mastered a skill. Some grade levels showed as much as 25% growth in students demonstrating mastery." Take a peek at the impressive charts. Read Article

• Mills Hill School—A Journey Towards Success

  Darran Lee – Mills Hill School in the UK went from the top 30% of schools to the top 6% after implementing Kagan. Article details their journey and the resulting boost in achievement scores, the improvement of assessments by national examiners, and the decrease in disciplinary issues. Read Article

• Reducing At-Risk Students with Kagan Success

  Athenian Academy of Technology and the Arts dramatically reduced ALL four "At Risk" factors for students dropping out of high school. See how Athenian reduced absences, suspensions, and core course failures. At the same time these at-risk factors were making a sharp decline, Athenian made huge improvements in students learning as reflected by the test score data shown. Read Article

• Test Scores Show Kagan Structures Work At Long Hill Elementary School

  Kathy Kennedy, principal of Long Hill Elementary, shares her school's success with Kagan structures. The evaluation of any educational innovation should include at least three components: 1) Does it work? 2) Do students like it? and 3) Do the teachers like it? According to Long Hill's test scores, and student and teacher comments, Kagan passes with flying colors. Kathy describes her school's formula for boosting writing scores. Read Article

• Walberta Park Elementary School Succeeds with Kagan Structures

  Maureen A. Mulderig Walberta Park Elementary School, a K-2 school in Syracuse New York has been using Kagan Structures for three years. Principal Maureen Mulderig shares how her school has integrated the structures into the everyday culture and has reaped significant benefits including improved assessment scores. We hear firsthand students' positive reactions to Kagan Structures. Read Article

District Successes

• Anderson County Teachers Excel with Kagan

  Steve Burkich, Assistant Superintendent, Anderson County Schools – Anderson County Schools in Lawrenceburg, Kentucky use their Kagan training to make tremendous strides in their academic achievement. This article describes the route they charted with Kagan Professional Development and illustrates impressive achievement gains for the county's elementary schools. Perhaps most impressive is that the gains are not limited to selected subjects. Read Article

• Endorsements from Educational Leaders

  Kagan receives letters from principals, superintendents, and other educational leaders hailing the effects of implementing Kagan structures in their schools and districts. Here are some excerpts: "The Kagan Cooperative Learning Training is the best and most exciting training I've received in the 27 years I've been in education. Our teachers who were trained in the program implemented the structures in their classrooms and found that student participation in learning increased, along with achieving a higher level of student mastery of taught skills." — Randy Borland, Principal, Polk City, Florida "The language of cooperative learning, the structural approach, resounds throughout our school! 2000 marks 10 years with Kagan for the Lamplighter School!" — Sheila Leventhal McCartor, Dallas, Texas Read Article

• From Compartmentalization to Cooperation One District's Story

  Chris Ward and Jim Craigen – Jim Craigen and Chris Ward describe the Durham District School Board's cooperative learning journey. The journey began in the1980's with the District taking last place in a number of categories. Ten years later, the Durham District was the recipient of a prestigious international award for excellence in education. Cooperative learning remains the district's foundation in their quest for instructional excellence. Read Article

• Success in a Large District: One Administrator, One Teacher, One Student at a Time!

  Dr. Jacqueline Minor and Jersey City Public Schools – "It has increased student achievement and improved student social skills." "The students reported they love Cooperative Learning." "Our students are visibly more engaged in lessons." These are some of the comments from participating schools in the district-wide Kagan training for Jersey City Schools. Learn about the training process. Hear the encouraging results. Read Article

• Ten Years Later

  Before his career in educational leadership at Kagan, Dr. Vern Minor was a superintendent at Hesston USD for 12 years. During his tenure, the district embraced Kagan Cooperative Learning and went from good to great. Ten years later, despite a complete turnover in administration, the district is still going strong with Kagan. How did they become great, and more importantly, how did they institutionalize change? Vern reflects on his return home. Read Article

THEORY AND RATIONALE

• Cooperative Learning is a Brain Turn-On

  By Judy Willis, M.D., M.Ed – You don't have to be a brain scientist to know cooperative learning is good for students and that students enjoy working together. But Judy is a brain scientist and teacher; she offers a compelling case for cooperative learning based on brain neurochemistry. An interesting read for cooperative learning and brain enthusiasts. Read Article

• Cooperative Learning: Frequent Questions

  Dr. Spencer Kagan and Miguel Kagan Read the entire Chapter 1 of the book Kagan Cooperative Learning. This chapter answers 31 frequent questions about Kagan Cooperative Learning. Questions cover: Boosting achievement, lesson planning, management, grading and rewards, difficult students, different learners, multiple intelligences and differentiated instruction, possible adverse effects, and getting started. Read Article

• Disengagement: Achievement Gaps, Discipline, and Dropout - Treating the Disease, Not Just the Symptoms

  What do the academic achievement gap, discipline problems, and school dropout all have in common? Dr. Kagan argues that some of the greatest problems education faces are symptoms of a larger disease—disengagement. Simply stated, traditional instructional delivery systems fail to engage all students. Students slip through the cracks and fall behind more academically, become disciplinary problems, and dropout of the system altogether. Can engaging students really make the difference and prevent these pressing educational issues? Read Article

• Excellence & Equity

  Educators face two challenges with academic achievement: 1) fostering academic excellence, and 2) creating equal opportunities for all students to succeed. Dr. Kagan cites studies that show cooperative learning is a powerful approach to create excellence and equity. Read Article

• Kagan Structures - Not One More Program, a Better Way to Teach Any Program

  At the heart of Kagan's professional development and publications are Kagan structures. In this article, Dr. Spencer Kagan defines Kagan structures. He maintains that Kagan structures are not an alternative to cooperative learning, multiple intelligences, emotional intelligence, character development, and higher-level thinking. They are a better way to implement the visions of these programs. Spencer outlines the positive outcomes students, teachers, trainers, and schools reap when using Kagan structures. Read Article

• Kagan Structures: Research and Rationale

  "Why adopt Kagan Structures?" In this thoughtful article, Dr. Spencer Kagan reviews how Kagan Structures respect many of the most important learning theories, produce the most highly desired educational outcomes, and are supported by hard empirical data. With so much anecdotal, theoretical, and empirical support, the question becomes, "Why not adopt Kagan Structures?" Read Article

• Kagan Structures: Research and Rationale in a Nutshell

  Dr. Kagan provides a succinct answer to the question, "Why Kagan Structures?" Spencer cites the positive outcomes of using Kagan Structures, its strong research and theory base, and most importantly — the positive transformation that students and teachers experience by using Kagan Structures. Read Article

• Metacognition and Its Importance in the Thinking Process

  Thinking is critical to learning, but it is often a mystery to students. To complicate matters, thinking isn’t one thing. There are different types of thinking. Metacognition, thinking about thinking, makes very abstract processes concrete for students. Pioneering educator Dr. Frank Lyman shares his thoughts and his work on helping students understand the basic mind actions to become more “thoughtful” and successful thinkers. Read Article

• Preventing Bullying

  Bullying exists in school. The question is: What are educators going to do about it? The answer is: Get proactive! Instead of responding to bullying after it happens, we need an approach that prevents it altogether—or at least dramatically reduces the incidences of bullying. That’s where Kagan comes in. Kagan is not an anti-bullying curriculum, yet Kagan dramatically reduces bullying by creating positive peer relations and helping students develop socially appropriate interaction skills. Read Article

• Secondary School Education and Cooperative Learning: A Perfect Match

  High school students often tell us "School is boring." They question, "When are we ever going to use this stuff?" Veteran high school administrator Daren Harris found Kagan Cooperative Learning to be the antidote to these problems for his teachers and students. With Kagan, school was more interactive and with that interaction came the development of social skills and communication skills—the very stuff every student needs in the real world. Read Article

• The Essential 5: A Starting Point for Kagan Cooperative Learning

  Gavin Clowes – Which 5 Kagan Structures would you consider indispensable? Gavin shares his top 5 favorites for creating engagement. If you're wondering where to begin with Kagan Structures, take a good look at The Essential 5. Read Article