Two studies examining four and five year olds' preferences for dyadic and group interaction found that females enjoyed dyadic interaction more than did males and that males enjoyed group interaction more than did females. (MDM)

Argues for increased emphasis on collaboration in the classroom. Compares the present educational system to the capitalistic economic system based on competition. Proposes an alternative system that provides society with a democratizing influence that features noncompetitive, collaborative learning. (HB)

Presents observations, advice, and strategies for facilitating participative decision making in schools. Information is based on interviews with principals, group input from school staffs, and researcher observations in a study of 10 "participative schools." Also includes strategies for enhancing cooperative teaching. (KS)

Advocates empowering students to help them take control of their lives. Provides specific ideas on how educators can facilitate this process. Uses concepts from humanistic education, group dynamics, Quaker thought and action, and experiential programing. (KS)

Head teachers and teachers from five primary and five secondary schools were interviewed about compulsory inservice training days. Three different models of training days emerged: management driven, professionally focused, and workshop circus. Teachers preferred the training days to focus on practical efforts to tackle problems they perceived…

Single- or mixed-gender pairs of elementary children were told either to work cooperatively on a computer-based language task or be assessed individually. Performance measures indicated a disadvantage for mixed pairs, improved performance for cooperative pairs. Girls tended to cooperate regardless of being told to or not; mixed pairs cooperated…

Describes how students in three college-level writing groups viewed their collaborative learning experience. Suggests that collaborative learning works (or does not work) in complex ways that cannot be reduced to a field manual of identifying behaviors. (RS)

In the holosphere model of empowerment for health promotion, five spheres are linked: personal care, small group development, community organization, coalition building and advocacy, and political action. The model presumes that professionals and institutions are capable of change and of sharing power. (SK)

Recounts how five teachers promoted discussions where students initiated their own inquiries, helped each other probe their self-initiated inquiries rather than wait for teacher follow-up questions, and responded naturally to each other rather than wait for teacher permission to speak. Notes that group response extended individual responses. (SR)

Discusses the origins and limitations of the rites of passage model; the types of outdoor education courses the rites of passage and its notion of transformation can inform; and how neglecting the third stage of the model, "reincorporation," limits the longevity of transformations. Outlines the elements needed to successfully bring the…

A teacher describes the self-management process she used in an organizational behavior course: empowering students, organizing self-managed work teams, investigating participative management, and enabling students to take on group management responsibilities. (SK)

Posits a theoretical process model of group argument. Uses the Group Valence Model and two versions of the Distribution of Valence Model to investigate argument-outcome links. Finds that both frameworks were good predictors of group outcomes, and that all argument acts tested were good predictors of group decision choices except those of…

Describes and compares three models used in planning interpretive environmental experiences: an intuitive program-planning model; an interactive communications model; and Cherem's model, in which the audience directly influences program goals and techniques. Cherem's model includes managerial realities, but doesn't recognize the social aspect of…

Reports on the use of an Internet-based Group Support System (GSS) for the collaborative assessment of student projects. Results of an empirical study that was conducted on undergraduate students show that GSS-supported collaborative assessment encourages students to take a deep approach to learning, which leads to better project performance.…

Describes nine group problem-solving and communication initiatives used in adventure- and experiential-education settings. Includes target group, group size, time and space requirements, activity level, props, instructions, and tips for post-activity group reflection and processing. Activities emphasize teamwork, communication skills, and a…