Describes an approach to team training based on behavior modification learning principles and describes how it differs from other learning approaches and from common practice. While the implications are strongest for off-site and classroom training, there are implications for process consultation with intact teams. (Author)

A course designed to teach medical students and resident physicians group process, functioning, and application is described. It was developed and taught at Michigan State University in response to a multitude of needs and opportunities in the area of medical education and practice. (Author/MLW)

A teacher recounts her problems in trying to implement in a real classroom the individualized instruction theory she learned in college. (SJL)

A study was done to determine the social status and hierarchy attached to reading achievement in a first grade class. In addition to learning to read, children are tacitly learning that reading is the most important subject to be mastered in school and that both group and individual status is determined by the reading group to which one belongs.…

A review of dental education literature reveals that self-instruction can be an efficient and satisfying teaching method compared to conventional instruction. Suggestions for investigation of teaching techniques and a more integrated curriculum using self-instructional materials, small group interaction, and formal lectures are presented. (MSE)

In general, "hurt" individuals emerged from programs involving here-and-now social interaction, confrontation, rejection, low structure but with some support, and anxious trainers. Positive outcome was related to programs involving low dynamism, low confrontation, little interpersonal feedback, and high structure with nonanxious…

Determines the effectiveness of three small-group teaching methods on the acquisition and retention of seriation abilities, investigates transfer of seriation abilities relative to the treatments, and investigates the relationship between visual and nonvisual seriation abilities involving first graders (N=120). (CS)

Possible ways of developing skills required for effective teaching of independent study and small group instruction are considered. A short series of faculty development courses is reported, and seven main issues in skill development are listed, including structuring and evaluating independent work and integrating other teaching methods. (MSE)

Process and collaboration were blended into a pedagogy called collaborative composing in this experimental inquiry that tested the hypothesis that an instructional method that divides the composing process into discrete stages in a collaborative environment will improve writing performance. (HOD)

A summary-review strategy for use in mathematics classes is presented. Specific objectives attainable through use of this strategy are outlined and two procedures for using the small-group strategy are given. (MK)

Enactment of PL 94-142 requires that outcomes of special education programs and related service programs be determined on a regular basis. The problem of aggregation of criterion-referenced test data for special service program outcome evaluation and the strengths and weaknesses of several alternative solutions are examined. (Author)

Current approaches to helping students learn, chiefly in Britain and involving groups rather than individuals, are reviewed and related to research on learning. Four issues are explored: learning and studying; problems of subject and context; change, autonomy and the learner; and the relationship between research and development. (Author/JMD)

Describes The Teachers, Time, and Transformations (TTT) project and uses the discussions of open-ended problem to present a cooperative model of staff development. Attempts to portray the advantages of such an approach and concludes with challenging readers to attempt a similar group-mathematics experience. Appendices include six approaches to the…

Summarizes current research on ability grouping of academically gifted students. Findings show that advanced students benefit more academically than low-ability students from homogeneous grouping; homogeneous groups are more academically and socially beneficial for all abilities than heterogeneous grouping; continuous progress makes an academic…

A study examined the effectiveness of a 10-week social skills instruction program for seven students (ages 8-9) at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Results indicated lasting decreases in both disruptive behaviors in the classroom and negative social interactions on the playground.…