Explains why high-level verbal interaction is the key to learning in collaborative groups. Discusses influences on high-level verbal interaction in collaborative groups, including prior achievement, friendships, and status and expectations. Notes ways that teachers can train students in high-level verbal interactions. (SR)

Anecdotes of adventure activities with children and staff at two Russian camps demonstrate that Russian people, historically dependent on strong leaders, are fascinated by experiential education because the core concepts of shared leadership and cooperation disrupt old models, ask them to look anew at their capabilities, and create a sense of…

The communication style of Asians is less "self exposing" than that of Americans, because Asian culture places more importance on the group than the individual. Integrating American-style adventure-education programs into Asian culture would require an understanding of adventure learning stripped of its cultural influences, understanding…

Examines the insights that evolved from a long-term collaboration among doctoral students in a study group preparing for comprehensive examinations. Considers four elements that contributed to successful collaboration: logistics, social dynamics, empowerment, and change. Challenges how well current higher education policies encourage personal…

Recounts a teacher's experience at the week-long IFTE (International Federation of Teachers of English) conference at New York University, which attempted to help educators respond to conservative criticism of educational pedagogical approaches and trends. Describes a small group experience. (TB)

This study compared peer interactions in 12 play groups of 6 preschool children each, containing either typically developing children, children with developmental delays, or both typical and delayed children. Results indicated higher levels of peer interactions in mainstreamed settings but a lack of full acceptance of children with delays by…

A study compared evaluations of undergraduate students' oral presentations by groups of peers and faculty teams. Students (n=210), in assessment teams, rated quality of content and presentation using a 22-point guide. Comparison of peer and faculty scores showed no significant difference in averages but did show significant differences in standard…

Discusses the implementation of computer conferencing (CC) as a learning environment to supplement classroom instruction at the postsecondary level. The teacher's role, student characteristics, group dynamics, benefits and limitations, and orientation and training in computer conferencing technology are highlighted. A figure illustrates the…

Summarizes the experiences of workers from non-English-speaking backgrounds (NESB) in accessing safety information. The article examines the issue through the workers' eyes and focuses on the potential relationships between language and literacy and workplace health and safety and a concern for the reasons why some NESB workers are losers in…

The MINEFIELD exercise is an experiential learning activity in entrepreneurship education which simulates a group escape from a prisoner of war camp. This article describes the scenario, probable outcomes, and game variations. Debriefing questions highlight concepts like vision and mission, strategies versus tactics, management versus leadership,…

Traces the resolution of knowledge conflicts by the staff of a London (England) primary school who were committed to collaboration. Teachers either appropriated the headteachers' knowledge or left the school. There was no evidence of joint construction of shared knowledge or evidence of teachers' knowledge being accommodated. (SM)

Describes the author's experience of teaching three composition courses--Women Essayists, Language Awareness, and Advanced Argumentation. Explains how she turned much of the teaching over to the students and how most everyone benefited from it. (TB)

Presents the results of a study of two fifth-grade reading groups, one comprised of all girls and the other of mixed gender. Discusses results in a reflective essay format, suggesting that the group of girls was more emotional in their observations and the mixed group was more action and plot oriented. (TB)

Social identity theory holds that social group memberships become part of the psychological self, affecting thoughts, feelings, and behavior. However, tests of this hypothesis have mainly involved judgmental dependent measures. A method is suggested that can provide more direct evidence. Discusses use of that method. (KW)

Interviews students who were involved with the 1989 Beijing student movement. Finds that the spatial concentration of students on Beijing university campuses nurtured many close-knit social networks and exposed students to environmental influences promoting social action; these conditions helped sustain the student movement and guided its choice…