The paper describes the characteristics of a successfully operating study group for practicing special education teachers to promote professional exchange and problem solving and maintenance and generalization of professional teacher practices. Procedural characteristics are noted as well as some social validation data collected from group…

Discusses the development and description of a comprehensive framework to explain small group behavior labeled the Matrix Model. Argues that a synthesis of knowledge from the adaptive, developmental, structural, transactional, and gestalt points of view will provide a more meaningful and useful understanding of small groups. (LLL)

Fifteen recommendations were developed by the Roundtable on Higher Education during the group's annual meeting June 15, 2004. Following the meeting, a survey was sent to the roundtable members to determine the extent of agreement with each of the recommendations. Survey results showed a high level of agreement among roundtable members on all 15…

Describes four general teacher competencies for conducting ordinary whole-class discussions. (author)

Study investigated whether a training program could foster the maturation of moral judgments in prekindergarten children, and the differential effects of two training methods: discussion and verbal discrimination. (Authors/CB)

Describes a series of classes called The Black Citizen in America Today'' conducted by the Extension Home Economist in Monmouth County, New Jersey. (MB)

The primary message of the SIG/BSS panel discussion at the 1971 ASIS annual meeting was the need to probe more deeply into the utility of knowledge for decision-making and to shift priorities toward making data more usable to policy-makers than to collectors and disseminators. (17 references) (Author/SJ)

The results of this study indicated that participation in the encounter group experience did not effect any measured changes in members' self-concepts that were any different from those in the discussion groups or the controls. (Author)

Presents a model of three types of learning groups, i.e., leader-centered, content-centered, and group-member-centered. Describes the characteristics and uses of each type. (RC)

The role requirements of leaders in an assessment group context were studied. Both prior contact and voting rights had direct and interactive effects and increased chair influence. Particular role requirement combinations also produced a type of group disruption as reflected in group member ratings of the session. (Author)

Describes the processes utilized during the Symposium on Catholic Education held in 1976 and concludes with comments upon those processes. (Author/RK)

Shares the authors' instructional practices with colleagues, in hopes of generating ideas for more effective online instruction. Discusses methods of instruction of key courses and communication characteristics in online discussion groups. Concludes that students can learn and demonstrate their learning through online discussion. (SG)

A program for a family support group for grandparents and extended family of children with developmental delays is described. The program provides a unique opportunity for members to discuss adjustment reactions, develop supportive roles, and strengthen the entire family constellation. (Author/DB)

Describes a method for using electronic mail discussion as a heuristic in a business communication class for planning and writing business documents. (SR)

A 19-item self-report measure was designed to promote increased self-awareness of a group leader's perceived ability to facilitate small group discussion. Results of analysis show high reliability and validity. The instrument, developed for use within education and training settings, provides a useful measure of guided small-group discussion…