ther notes that as used in the school classroom, competition tends to initiate learning patterns that leave some children feeling like "winners" while at the same time leaving others feeling like "losers." In this regard, he states that:
There's nothing wrong with competition per se. What's wrong with competition, as it's often structured in the schools, is that it's unfair--the same kids always win and the same kids also lose. Most children like to compete with one another as long as it's fair. And when competition is fair, it can be a positive thing. (p.75)
A more specific picture of the learning dynamics involved in cooperative learning has been provided by Johnson and Johnson (1985). In an extensive review of cooperative learning studies, they used findings to generate models of the internal processes in students in cooperative learning situations. In this regard, the authors note that several factors appear to promote the facilitation of learning observed in cooperative learning
situations. Specifically, they feel that the cooperative process lends itself to the
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