It can be difficult to navigate the tasks of repertoire selection and part assignments in a way that produces a successful performance product while also being educationally beneficial to all students. However, researchers have explored methods of ensuring these goals through repertoire selection. In this article, I present ideas for how educators…

This study examines the science learning experiences across the lifespan of two groups of college students: adults with intellectual and/or developmental disabilities in a post-secondary inclusive program, and adults in a preservice secondary education teacher candidate program. Data, in the form of personal narrative science stories were…

The aim of this study is to investigate the outcomes of teacher educator-initiated action research (AR) process at a teacher education institution in southern Argentina. This process was triggered by a challenge which emerged in the 2016 academic year: how to teach a linguistics module through English to low-level English language users in the…

Are there teachable "transferable skills" (TS) that might mitigate the limitations of a rural location--or indeed, the limitations any program might encounter in regard to diversity expectations? Following a study conducted in 2010 of how rural schools, colleges, and departments of education (SCDEs) attempted to meet the National Council…

This report, the third annual study of primary program implementation, outlines case study observations of learning groups and of teachers relations to groups. The learning atmosphere of a learning group is determined by presence of conducive or disruptive elements, input of children, and relation of the group to the teacher, in addition to good…

Summarizes the journal's theme issue on school-based group interventions designed to promote students' social and academic success. Information is organized to assist service providers in utilizing this modality. Contributors share intervention techniques, with particular consideration given to multicultural influences on group interventions and…

Presents a time-limited support group intervention. The model, based on the notion that children of divorce frequently encounter specific divorce-engendered stresses during and after a divorce, focuses on commonly occurring stressors, normalizes children's reactions to them, acknowledges and articulates painful feelings, and offers coping…

Presents five principles for conducting effective, successful meetings, which include: address only one topic at a time, use only one process at a time, achieve interactive and balanced participation, use cognitive conflict productively, and have all understand and agree to meeting roles. (SM)

Teacher- or advisor-led growth groups are an integral part of the middle school concept. A training program is discussed, one designed to provide teachers with group facilitation skills to be used in an advisor-advisee program for group work in middle school. (Author)

Gives an overview of a center's efforts to provide group support for grieving children. Discusses the grief process, how children of various ages express grief, and major themes in children's grief. Offers details on establishing grief support groups, including information on group structure, preparation, format, and suggestions for sessions. (RJM)

Provides an overview of issues special services providers should consider as these providers review options for services. An array of factors affecting the planning and implementation of group interventions with school-aged children is reviewed. Available alternatives for group interventions and guidelines for selecting, implementing, and…

Analyzes the process of moving a group-based, teacher-led group intervention from the implementation phase to the institutionalization phase. Describes structures that implementers can establish to help operationalize the guidelines; illustrates structures using case examples, with emphasis on a special education setting serving an urban,…

Describes the advantages of having students work actively together in small groups. Discusses the new roles that both students and teachers must assume in order to successfully implement the strategy in the classroom. (FMW)

Presents a model for school-based, cognitive-behavioral groups for children manifesting problem behaviors. Discusses key aspects of organizational readiness to conduct this type of program, particularly the importance of having the support of the children's classroom teachers. Describes the child group format and content, including recommended…

Describes social skills training procedures that can be used in group formats. Procedures provide a systematic approach to teaching social skills to children between the ages of 6 and 16 years. Presents a system for classifying social skills deficits based on acquisition/performance deficits and presence/absence of interfering problem behaviors.…