Examines several alternative models to account for the distribution of group disorder in New York City's 56 comprehensive academic high schools. Advances the thesis that, while disorders occur in the schools, their roots lie in the larger society. (Author/MLF)

The present study was conducted to determine whether independence produced by social support provided on one type of item in a group pressure situation would generalize to a different item on which the subject was opposed by a consensual group. Moreover, in one condition the group member providing social support varied over trials. It was…

The present investigation extended the methodology to investigate the effects of viewed aggression on groups of two and four children. The present study employed a 2 x 2 x 3 factorial design, using as independent variables sex of the child, group size (two or four children), and cartoon condition (aggressive cartoon, nonaggressive cartoon, and no…

Empirical research and past conceptualizations of small groups are reviewed, focusing on attempts to identify the essential characteristic of "groupness." An alternate conceptual schema is suggested which integrates the study of groups into a single morphological system emanating from modern system theory. (Author)

Presents a theoretical model of group development based on five stages of development, each with a central issue. They are (1) orientation stage (dependence vs independence); (2) conflict stage (control vs adaptation); (3) integration stage (implicit vs explicit social structure); (4) achievement stage (intellectualizing vs implementation); and…

The heretofore implicit model underlying SIMSOC is made explicit through a comparison of the 1978 and 1972 versions of the simulation game. The more sophisticated 1978 game edition contains improvements over the earlier edition in the options for personal goals. (CMV)

Explores the potential usefulness of R.F. Bales' systematic method for the multiple level observation of groups (SYMLOG) by testing the predictive capability of the three SYMLOG dimensions and the amount of member dispersion on each dimension with the amounts of conflict, reported satisfaction, styles of conflict management, and quality of…

Franklin and Marshall College and Gustavus Adolphus College have withdrawn recognition of their fraternities and sororities, and Bowdoin College has proposed a wide-ranging reform of its Greek system. These actions came in response to a deterioration of behavior by members of the Greek organizations. (MLW)

Describes experiment designed to illustrate the potential of multidimensional scaling (MDS) in illustrating the perceptions of those in a group regarding one another, specifically of coalitions. Participants were 35 students enrolled in a graduate business course. Suggests positive results of the exploratory research show MDS holds promise as an…

Presents the collective thoughts of a group of faculty in a university school of nursing regarding the rites of passage for junior faculty. Examines the process of socialization into academic nursing as well as the theory of oppression. (JOW)

Suggests that open interaction is exquisitely controlled social behavior, and groups employing it possess an impressive potential for social influence. These misrepresentations of the power of the activity and the group leader constitute a kind of mystification by the practitioner of himself or herself and his or her clientele. (Author/BL)

A computer program is described which provides comprehensive information on test profile differences among independent groups based upon profile centroid separation, shape, elevation, and scatter. Descriptive statistics, univariate and multivariate measures of strength of association, test of homogeneity of covariance matrices, and comparative…

Study sought (1) to manipulate communication quality in problem-solving groups, (2) to determine whether groups actually experienced communication of varying quality, and (3) to determine whether groups experiencing high quality communication produced a high quality product.'' (Author)

Examines two theories of collective action, individualist and socialist, to see how well each explains the apparent inability of Americans to pursue social ideals through education. Bull concludes that neither theory adequately explains collective behavior within educational institutions. (AM)