The author trained confederates to exhibit either opinionated, moderately opinionated, or unopinionated styles of leadership, then assigned them to discussion groups. Each group was assigned a specific topic and instructed to decide on a specific policy toward the topic. They were also asked to make ratings that measured four other attitudes: the…

Based on factor analyses of pooled within group correlation matrices derived from relevance judgments about a set of teaching behavior items, a four-factor oblique structure of faculty attitude toward effective teaching was obtained. Analyses failed to reveal differences among academic disciplines and professional ranks. Implications are…

The society's and the school's obsessive avoidance of conflict and insistence that "there are two sides to every issue" deadens students to outrage and injustice. (JH)

Offers information about six teaching techniques and/or instructional materials related to civil rights. Techniques and materials include an overview of primary sources; information about mini-units; civil rights discussion topics; data retrieval charts; a time line; and eight civil rights documents. (DB)

This study investigates the effectiveness of the Vocational Exploration Group in helping high school students begin to evaluate personal characteristics, identify job alternatives, and seek information about those alternatives. The sample consisted of 63 high school students in a suburb of Denver. Groups met for two and one-half hours. (Author/JEL)

Discusses a study to compare effects of two teaching techniques (lecture-discussion and performance-based) on attitude and knowledge level of students in two 11th grade American history classes. Findings indicate that a combination of the two methods of instruction is the best approach to teaching. (Author/DB)

Attempts to reveal the purpose of humanistic education as a search for personal meaning, to teach the skills of exploration so that students can sort through the wealth of information that surrounds them to discover what, of all those "facts", gives meaning, direction, and significance to their life. Also gives some guidelines for teachers.…

A teacher describes his approach to teaching farm management involving field trips to farms, class discussions, lectures, guest speakers, and student research papers. The backbone of the program is the farm visits, with the farmers discussing their varying concepts of farm management. (MF)

Teaching techniques that help children learn basic procedures inherent in problem solving are described. (JT)

This review of simulation game research and evaluation efforts identifies ten game design variables which are likely to facilitate or impede the development of decision-making skills. (Author)

O'Neill's "Fog" is recommended as a discussion-stimulating work for English (as a second language) classes in grades 11-13. The content is discussed from an instructional point of view. Teaching goals are considered. Experiences with the play in grade 11 are described, and methodological hints are given. (Text is in German.) (IFS/WGA)

The authors place emphasis on the opportunity for active learning on the part of the student in a discussion of the advantages, conditions, and uses of small group instruction in contrast to the lecturing or tutoring methods of teaching mathematics. (MN)

An attempt was made to describe the verbal interaction of 29 university tutorial groups. Tutor roles were identified (reflexive judge, data input, stage setter, elaborator, probe, and cognitive engineer) and examined in relationship to student ratings of the sessions and use by students of different cognitive levels. Applications of the research…

The author discusses ways in which Kohlberg's "just community" may be created in the classroom, fostering the moral growth of children through utilization of pre-existing roles, relationships, and interactions. (MJB)

Help to teachers for including discussion and investigations into their teaching, as recommended by the Cockcroft Report, is provided. Three algebra lessons are described as a way of getting started, and the degree of balance among teaching styles is discussed. (MNS)