Discusses the structure of a problem-based curriculum based on the complexity of the problems that the students must solve, taking into account the level they must attain and their previous experience with problem-based teaching. This approach is compared with the conventional teaching methods. Twenty-two references are listed. (CHC)

The URTSA emcompasses group-dynamic as well as other relations training. The first two steps of relations training--"external and internal courses"--do not produce observable effects at group and organizational levels, but are necessary preliminaries. Group dynamics can be a force for positive change in the Swedish job world. (Author)

Regardless of the complexity of issues or the instructor's fallibility, the instructure must make decisions around group problems of: (1) process v content; (2) purpose; and (3) format. These tensions mirror the tensions consultants face in work in schools. Coping with them may mean student consultants are better prepared. (JAC)

A survey study of groupwork educators which indicates that group process and groupwork methods courses continue to attract large numbers of students is reported. Problems facing groupwork educators include lack of methodological specificity in groupwork, knowledge explosion in group methods, and poorly developed groupwork courses. (Author/MLW)

Addresses the problem of how to adapt a "talking treatment" for use with abusive and neglectful families. The concept of a family's "verbal accessibility," or readiness to communicate, can assist workers in understanding these families and designing the most effective plan for treatment. (Author)

Reports on an attempt to alter both the students' and the teacher's concepts of the teacher as "one who teaches" and the student as "one who is taught." Methods are described for developing student self-esteem and self-reliance through group interaction and group cooperation. Interpersonal communication skills are developed in this manner.…

The article briefly explains three stages of small group development and suggests ways to apply existing knowledge of group dynamics to outdoor education settings. The article explains the role of expectation, conflict, and stress in behavior change that occurs in the context of extended field excursions. (SB)

Describes a seminar for minority, particularly Black, students entering the junior year at the School of Nursing, Loyola University of Chicago. Seminar objective was to give academic, emotional, and social support. Notes changing minority student attitudes, the need for earlier tutoring for academic weakness, and the value of group discussion. (MF)

Describes a study conducted to analyze the verbal interactions of children assigned to multiage classrooms. Subjects were children aged 3 to 11 years. (CM)

A company division of 72 people that had participated in an adventure training program one year earlier was surveyed to identify the longitudinal impacts of adventure training on corporate managers, attitudes toward adventure training, and changes in work behavior. Results showed positive changes that were short-lived without follow-up programs.…

Investigates how teaching and the teacher's role in elementary and secondary school writing classes have been conceptualized by leading workshop advocates. Uses M. Bakhtin's writing on F. Dostoevsky to develop a metaphor of the writing teacher as novelist. Argues that workshop visions of teaching and the teacher's role mystify meaning-making and…

Examines whether computer networks can empower second-language learners, focusing on three aspects: autonomy, equality, and learning skills. The article concludes that these networks, appropriately used, can empower students, and provides pedagogical suggestions for effective computer networking in the second- and foreign-language classroom. (66…

Gender and group composition variables in a computer-mediated communication context are examined. Subjects were 36 undergraduate male and female psychology students. Findings are analyzed in terms of choice of language; participation; satisfaction; and interpersonal conflict. Ten tables present study results. (Author/AEF)

Illustrates how to use ethnographic techniques to acquire a better understanding of classroom dynamics. The article focuses on the characterization of "success" in an Italian class through analysis of interaction patterns and purposes of the participants. Findings reveal the need for a continuity of teacher and students' goals, methods, and forms…

A teacher describes her experience applying the Foxfire approach to a particularly unruly fourth-grade class. A trip to an old-growth forest caught their attention and became their learning laboratory for the year. Practically every project they did focused around the forest, and they became a productive, hard working class. (TD)