Analysis of 1,475 transcripts of online discussions among 7 student learning groups (n=38) with diverse learning styles indicated that most groups seem to respond to diversity by accommodation or elaboration rather than transformation. Few groups seem to invest the resources needed to capitalize on cognitive diversity and engage in nonroutine…

Effective use of cooperative learning groups requires the following: attention to group formation, orientation that sets clear expectations and guidelines, activities to develop teamwork skills, peer evaluation, and other assessments that recognize and measure individual effort on group projects. (SK)

Correlational analyses of data from 126 Chinese business students in 32 learning groups showed that groups with cooperative goals engaged in more constructive controversy. Those with competitive or independent goals had fewer open discussions. Groups engaged in constructive controversy rated themselves as more innovative and loyal. (Contains 31…

Reports findings from a study of integrative curriculum development efforts in six separate groups of schools. Teachers who are creating integrative curriculum require periods of information exchange; a taxonomy of definitions of "integration" emerged; and teachers can be coached to use an integrated curriculum. (14 references) (MLF)

Whereas the laissez-faire approach merely tells each teacher to do what he or she thinks best, the principal moving toward empowerment charges a group of teachers with devising the best decision for all. A Maryland elementary school used the Teacher Expectations and Student Achievement staff development plan as a big step toward preparing teachers…

Describes student activities which focus upon cooperation and communication skills and provide students with opportunity to practice these skills with classmates. Claims these activities are designed to promote the group process and the development of sufficient rapport so that students can readily engage in group discussion and problem solving.…

Describes a three-day group dynamics workshop which became part of a three-week summer institute designed to address the affective needs of gifted and talented adolescents. Discusses the workshop which contained activities designed to prepare the adolescents for completing communication with retirees. (Author/ABL)

Based on a long-term public school system study, the paper examines the sociopsychological process through which conflicts move around in organizations and are transported from one place to another. The conceptualization draws on "triangulation" from social psychology and family therapy and "splitting," developed in…

Using 20 work units with 79 respondents, this study explores the relationship among group demography, group social integration, and individual turnover. Results confirm the potential importance of group processes in affecting individual decisions to stay or leave an organization. Includes 56 references. (MLH)

Examines teachers' modes of participation in school system self-renewal in accordance with three dimensions. Notes teacher typology in individual response to self-renewal efforts as: activists, arrogant anti-leaders, conservatives, helpless fatalists, the insecure, impatient-impulsives, authentically committed, floating indifferents. Discusses…

Examines consensus as a function of group members' decision rule orientations. Finds that for groups that interacted verbally, consensus was more likely between groups composed of members with matching (rather than differing) rule orientations. Discusses implications for group consensus and the decision rule orientation construct. (MM)

Findings suggested that: (1) peer culture is not a unitary whole but rather a differentiated social system comprised of various groups and different types of players; (2) objects play an important role in peer culture as entry vehicles and social markers; and (3) play periods are social arenas in which the dynamics of the peer culture are enacted.…

Most decisions are made not by individuals but by groups. Knowing how the group process works and how information enters it can improve the quality of decisions, and can enhance the institutional researcher's role as data supplier and lead methodologist. (Author/MSE)

Four literature reviews found that cooperative learning methods using group rewards and individual accountability consistently increase student achievement more than control methods in elementary and secondary classrooms. More research is needed to gauge cooperative learning's effectiveness at senior high and college levels and for instilling…

Describes a project that used simulation to help students improve human relations skills. Principles of human relations and skills important to interviewing, listening, interacting, speaking, and report writing were emphasized. (JOW)