This article discusses techniques for organizing large classes to allow smooth transitions from whole-class discussions to individual and group work. Topics discussed include how to form groups, keeping track of groups, using colors to organize students, setting expectations, and establishing consequences.

College students (N=64), divided into 10 groups, completed the Personal Anticipations Questionnaire prior to group experience, Group Attitude Scale several times during group experience, and Group Satisfaction Scale following group experience. Results showed that group member expectations were related to group cohesion or attraction to group.…

Seventy-nine members of several types of groups responded to questionnaires which detailed their goals and self-perceptions, and their expectations and perceptions of group leadership, norms, methods, and atmosphere. The questionnaires were administered near the beginning and again at the end (posttest N=69) of the group experience. The groups…

Reviews literature on member characteristics and conditions that increase the likelihood of group participation. Describes positive consequences of small group participation and antecedents to participation including attitudes, atmosphere, leader characteristics, expectations, and group structure. (JAC)

Provides a conceptual model developed to unify the spectrum of task-, socio-, and psycho-group processes used by guidance and counseling personnel. Describes a structure for group leaders to follow within their various group modalities using four distinguishing variables: objective, size, leader behavior, and member behavior and expectations.…

Proposes a typology promoting a conceptual model that addresses the increased demand for use of group processes, continued effectiveness of leadership training programs, research issues regarding basic group dynamics, and generic models designed for the increased understanding of the myriad of group forms across the group spectrum. (Author)

Data collected in the fall and spring of 1980-81 from 1,442 teachers and 890 students in 89 Kansas elementary and secondary schools indicate that structural and expectancy linkages (including teacher work interdependence, communication, and expectations) and demographic variables were related to perceived organizational effectiveness, job…

The study takes place in a field setting at three different schools. Each group is composed of two black and two white students assigned randomly to either an experimental or control condition. Fourteen groups were run for each condition or a total of 28 groups. In the control condition both blacks and whites receive the same neutral training…

This experiment attempted to alter the effects of race as a diffuse status characteristic. Black subjects were given instructions meant to induce "high competence" on a task performed with white subjects. All subjects were seventh and eighth graders who did not know each other prior to the experiment. Each group comprised two white and…

Educational attainments are seen as the link between the status attainments of one generation and those of the next. Most of the apparent opportunity inequalities are thought to reside in those processes leading to the social origins - educational attainment relationships -- that is, in families, in schools, or in both. The present investigation…