Aims to bring together research on collaborative learning and learning to collaborate from international workers in the field. This title focuses on when and how peer interaction can facilitate understanding and learning, and how we can conceptualize the nature and quality of collaborative activity, how productive collaborative activity can be supported, and how children learn to collaborate. The authors examine the ways in which psychologists and educational researchers conceptualize collaborative activity and examine the different contexts in which such activity is studied. (view table of contents)