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Bridgeman, 8{ Geffner, 1978a, 1978b). There is a tendency when faced with positive results like those from the jigsaw classroom to become overly enthusiastic about a single, simple solution to a diffi- cult problem. Experience should tell us that such problems rarely yield to a simple remedy. That is no doubt true in this case as well. Even within the boundaries of cooperative learning procedures, the issues are complex (Rosenfield 8{ Stephan, 1981; Slavin, 1983). Before we can feel truly comfortable with the jigsaw, or any sim- ilar approach to learning and liking, much more research is needed to determine how frequently, in what size doses, at which ages, and in which sorts of groups co- operative strategies will work. We also need to know the best way for teachers to institute new methods-provided they will institute them at all. After all, not only
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