The use of Nominal Group Technique in structuring a curriculum development team's preliminary course planning is described. The technique supported the process by modifying group dynamics, rapidly identifying central curriculum design issues, and facilitating experience exchange. Its strengths and limitations in the context of a bachelor's program…

Developed a theory regarding the interactive and contextual properties of signs and showed how it might be applied in analyzing imagery from face-to-face communication in a self-analytic group. Proposed that such imagery develops a code that is amenable to structural analytic techniques. (Author/JAC)

Investigated an ongoing therapy group over a six-month period to see if cohesiveness developed differently during various stages. Subjects were psychiatric outpatients (N=5). Questionnaire results showed cohesiveness continued to increase before reaching a plateau and decreasing, but the loss was not significant. (JAC)

College students (N=18) participating in personal growth groups completed questionnaires about consistency, consensus, and distinctivenesses of feedback received from the group. Findings argue that consensus is an important variable in determining whether feedback is accepted and in channeling attributions of reasons for why particular feedback is…

Argues that using data collected at an individual level to make inferences concerning the effects of group level processes on individual behavior and attitudes often results in unrecognized inaccuracies. Demonstrates a multilevel approach for examining individual and group level influences of a social interaction variable on individual outcomes.…

Discusses Johnson's theory that information can be gathered in either a systematic or spontaneous manner and that this information will be analyzed either internally or externally, and considers some of its implications for understanding group interactions. Models of decision-making styles and characteristics and the problem-solving process are…

Four articles by R. Newman focus on dynamics and components of school groups, particularly in relation to the education of handicapped children. (SW)

Successful classroom discussions in economics courses require careful planning. Planning involves five steps: defining course goals, choosing materials, preparing questions to guide the discussion, planning the mechanics of the discussion, and defining the responsibilities and evaluating the performance of discussion leaders. Includes follow-up…

Describes a process for determining the goals and objectives of a curriculum through dialog and consensus decision making. This process creates a more valid curriculum document and establishes a communications network among educators. (SK)

The staff educator has the broad and objective perspective, the analytical frame of reference, and the neutrality to help nurses see the gaps in their functioning. Staff educators can use their communication and assessment skills to help the nursing work group solve problems more effectively. (Author)

High school teachers were separated into groups of four to complete educationally related or noneducationally related ranking tasks. While no significant differences were found between the number of initial suggestions which the group accepted, males made significantly more accepted final arguments for items on the ranking tasks. (Author)

Presents a theoretically integrated, eclectic view of a decision-making, learning model of group counseling. Describes stages that the process moves through, gives the characteristics of each stage, and techniques that are helpful to facilitate this group counseling process. (Author)

Investigates effectiveness of communicative variables for predicting leadership emergence in long-term, nonlaboratory groups. Concludes that leadership prediction is possible based on group's ratings of selected communicative functions. Group sensitivity to communicative functions at initial session allows for potential group leader selection.…

Describes use of the Tavistock model for studying group relations to teach alcoholism counselors group process. Counselors (N=32) participated in weekend study groups. An informal follow-up evaluation consisted of a reaction paper, oral discussions, and a questionnaire. Counselors' evaluations were predominantly positive. (RC)