The author interviewed Dr. Carol Tomlinson, who is a well-known academic scholar in gifted education. The interview focused on Dr. Tomlinson's work on differentiation, how she started, and what her suggestions for teachers are to differentiate instructions for gifted students in general education classrooms.

Demonstrates the use of a mythic journey scenario with nursing students to facilitate personal sharing and self-knowledge, leading to development of critical reflection. (SK)

Addresses aspects of group process that affect learning in groups: maintenance and task functions, group cohesion, the facilitator's role, group formation, and power and conflict issues. Suggests that the relationship between group process theory and learning theory needs further exploration. (SK)

Themes from the special issue on group learning are highlighted: perceptions of learning, process versus content, the facilitator's role, power relations, and learning communities. (SK)

Discusses knowledge graphs, a new form of knowledge representation, and their possible uses in electronic study books. Topics addressed include graph structures; semantics; and representing knowledge from books, including browsing, information marking, annotations, group-based learning, information sequencing, information distribution, and…

There is considerable debate in the educational literature about whether students of similar ability should be grouped together for instruction. Those who advocate keeping students uniform in academic achievement cite advantages to heterogeneous grouping and suggest it is the best way to bring all students to grade-level standards. Democracy as a…

A practitioner reflects on workshop planning, outcomes and evaluation, learning in groups, and the facilitator's motivation. (SK)

Describes the stages of a team performance model: orientation, trust building, goal/role clarification, commitment, implementation, high performance, and renewal. (SK)

Successful group writing is possible only if the members understand the process of group work. Good group skills will improve group writing skills. Preparation is necessary to achieve positive results when working in groups. (JOW)

Cooperative learning emphasizes task over process and the educator is in control. Collaborative learners work together to construct understanding, and the educator establishes an environment for shared exploration. Transformative group learning involves critical reflection, facilitated by the educator, for individual or social change. (SK)

Discusses the role of listening in the language arts and provides a six-stage group project for developing a variety of listening skills. (HTH)

Discusses active group learning and models of group peer evaluations: (1) small class of 10-15; (2) typical class of 25-35; and (3) small groups of 2-4 within a typical class of 25-35. (JOW)

Group learning can occur only when individuals become a group by developing an internal group environment. The larger institutional and social environment influences, and is influenced by, the learning group. Both members' and outsiders' perceptions of the group affect its functioning. (SK)

Describes a screen projector based on liquid crystal display (LCD) that duplicates the monitor of a microcomputer and may be used in group training sessions for demonstration purposes. Suggestions of what features to look for and a buyer's guide are provided. (CLB)

Discusses educational technology and critical theory through the theories of Focault on training, politics, and ethics, and Friere on emancipating education that liberates and empowers the oppressed of society. Technological empowerment is considered, including technological literacy and collaborative and group learning. (Contains 30 references.)…