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Peer reviewedShor, Ira; Freire, Paulo – Journal of Education, 1987
In a dialog format, discusses the dialogical method of liberatory education. Dialog is a means to transform social relations in the classroom and to raise awareness about relations in society at large. In a problem-posing participatory format, the teacher and students transform learning into a collaborative process to illuminate and act on…
Descriptors: Classroom Communication, Dialogs (Language), Discussion (Teaching Technique), Educational Theories
Tandy, Keith – Quarterly of the National Writing Project and the Center for the Study of Writing, 1988
Describes the group-building process used in the Prairie Writing Project programs. Provides specific guidelines for implementing group work in inservice teacher workshops and in the classroom. Claims that preparatory group-building techniques promote more effective group work. (MM)
Descriptors: Group Activities, Group Discussion, Group Dynamics, Group Experience
Peer reviewedJarboe, Susan – Communication Monographs, 1988
Examines three different regression models of small group problem solving. (JK)
Descriptors: Communication (Thought Transfer), Communication Research, Discussion, Group Activities
Peer reviewedWessler, Erik – English Journal, 1987
Approaches a writing assignment in an all-girls classroom by differentiating between what men think is funny ("guyfun") and what women think is funny ("galfun"). (NKA)
Descriptors: Behavior Patterns, Classroom Techniques, Grade 12, Group Discussion
Francais dans le Monde, 1987
Four suggestions for classroom language-learning activities include a series of dot-to-dot phonetics games, small group collage making and presentation, use of magazine covers to stimulate class discussion and introduction of vocabulary, and student-written sketches based on misunderstandings. (MSE)
Descriptors: Art Activities, Class Activities, Discussion (Teaching Technique), Drama
Peer reviewedGrochmal-Bach, Bozena; And Others – International Journal of Rehabilitation Research, 1987
The study explored the effect of different psychopedagogical factors on the adaptation process in 365 first year students at the Pedagogical University of Cracow (Poland). Eight sessions of "creative therapy" included music, art, and discussion. (DB)
Descriptors: Adjustment (to Environment), Art Therapy, Creativity, Emotional Adjustment
Peer reviewedMemory, David M.; Yoder, Carl Y. – Journal of Reading, 1988
Presents a concentration improvement guide for students. Offers a procedure for effective presentation of the guide--reading and discussing the guide in small groups, followed by whole class discussion of reactions. (ARH)
Descriptors: Content Area Reading, Group Discussion, Higher Education, Learning Strategies
Peer reviewedGoldberg, Kim; And Others – Journal of Medical Education, 1987
A two-week elective to introduce medical students to primary care internal medicine was developed and evaluated. Course time is divided between conference sessions and office experience. Evaluations by students consisted of a questionnaire of conference topics, the student's ability to carry out course objectives, and the preceptor's teaching…
Descriptors: Curriculum Development, Discussion Groups, Higher Education, Internal Medicine
Peer reviewedNunley, Charlene – Planning for Higher Education, 1987
Forecasting activity at Montgomery College in Montgomery County, Maryland, is centered in a program called "Focus on the Future." All constituencies of the college and representatives of the external community are invited to attend workshops and participate in an analysis of issues that will affect the college's future development. (MLW)
Descriptors: College Environment, College Planning, Futures (of Society), Group Discussion
Peer reviewedNewton-John, Susie – English in Australia, 1986
Explains how a five- to seven-minute daily reading of popular children's books fostered aural comprehension and literary appreciation in students. (HOD)
Descriptors: Childrens Literature, Discussion (Teaching Technique), Literature Appreciation, Oral Reading
Peer reviewedLevy, Tedd – Social Education, 1986
This guide provides a rationale for public issues discussions, defines what public issues are, provides guidelines for directing discussions, summarizes roadblocks to productive discussions, suggests sample activities, and poses guidelines for using resource people. A list of organizations and published resources is appended. (JDH)
Descriptors: Citizenship Education, Discussion (Teaching Technique), Educational Improvement, Elementary Secondary Education
Dantonio, Marylou – Illinois Schools Journal, 1985
Research on teachers' question-asking practices indicates that strategy utilizing both initial and follow-up questions helps students develop the ability to reason for themselves. Five types of follow-up questions discussed are questions seeking: (1) clarification; (2) evidence; (3) greater specificity; (4) a more appropriate focus; and (5)…
Descriptors: Cognitive Processes, Content Area Reading, Critical Thinking, Discussion (Teaching Technique)
Peer reviewedNelson, Janice; Aboud, Frances E. – Child Development, 1985
Investigates whether third- and fourth-grade children respond differently to conflict with friends and acquaintances. Results support the view that conflict between friends promotes more social development than conflict between nonfriends. Discussion among friends disagreeing on answers to social problems resulted in more mature solutions than…
Descriptors: Attitude Change, Conflict Resolution, Discussion, Elementary Education
Peer reviewedPasse, Jeff – Journal of Teacher Education, 1984
Ten effective discussion techniques that Phil Donahue, as talk show host, uses on his television show are discussed and related to a teacher's role as discussion leader in the classroom. Additional options unavailable to Donahue but available to teachers are also outlined. (JMK)
Descriptors: Commercial Television, Discussion (Teaching Technique), Higher Education, Inservice Teacher Education
Mellon, Constance A. – Journal of Instructional Development, 1984
Describes the group evaluation procedure in higher education with its incorporation of unstructured and focused interviewing of small student groups, along with evaluator's and students' roles. Its theoretical basis, the clarification of data and data feedback through use of this method, and its advantages are discussed. Fifteen references are…
Descriptors: Course Evaluation, Educational Theories, Evaluation Methods, Feedback


