Over the past two decades, curricula in higher education have increasingly incorporated collaborative learning. However, due to (a) large variations in students' domain-specific abilities (e.g. knowledge and/or skills) and the effort they invest into the collaboration and (b) teachers' limited knowledge about how to assess collaborative learning,…

Examines the problem of assessing group process in a collaborative problem-solving situation. Results reveal that groups engaging in behaviors that facilitated collaboration obtained higher group and individual accuracy scores on a challenging problem set. Proposes that examining collaborative group process and outcomes offers a new direction in…

According to Fiedler's Contingency Model of Leadership Effectiveness, group performance is a function of the leader-situation interaction. A review of past validations has found several problems associated with the model. Meta-analytic techniques were applied to the Contingency Model in order to assess the validation evidence quantitatively. The…

Presents instructional strategies designed to maximize cohesion and minimize conflict in collaborative writing groups. Argues that an understanding of sources of conflict, conflict management strategies, and group processes allows productive and creative group energy to be channeled into effective business writing. (RS)

Describes the use of the Pattern Variable Coding Method for classifying communication themes found in small groups. (MH)

Group effectiveness is determined by many things. It takes long and exacting effort to discover the precise combination that unlocks the door to success. Although many of the forces that shape group behavior may be intangible, involving subtle factors of personality, much of group activity can be analyzed scientifically. In this booklet, the ninth…

Revised Thelen's (1954) Group Emotionality Rating System, developing new criteria and assessment procedures. A reliability study of 4,343 verbal statements from 6 different Norwegian groups revealed an overall agreement of .77, with the emotionality subcategories ranging from .57 to .67. Discusses validity of the emotionality categories according…

Many children with emotional and behavioural difficulties behave well in a one-to-one situation with an adult. It is when they are in a group with their peers that their behaviour deteriorates dramatically. The more teachers understand about group dynamics, the better equipped they will be to support children who find such skills as turn-taking…

One of the biggest problems students face in team projects is social loafing, a situation in which students may view team projects as a free ride. Social loafers let others do the work, knowing that the professor will only grade the completed project. This research examined the performance of students grading other student team members on a group…

Describes a method for helping autonomous groups work effectively on problem solving without a facilitator. Application in a British part-time course for tutors working with adult learners is described; group dynamics are discussed; evaluation methods are explained; and detailed instructions for using this method are provided in the appendixes.…

This guide, one of a series designed to aid the social studies teacher, discusses the importance of a class study, offers suggestions for collecting information, a convenient form for recording the data, and suggestions for its analysis and use. The class study plan is presented in two parts: a study and composite picture of individuals of the…