Article distinguishes between two types of problems: those that necessitate either-or solutions, and those called polarities, which require both-and solutions. Suggests how inherently unsolvable polarities can be managed by integrating them into men's counseling groups. Suggestions include direct teaching, individual analysis and action planning,…

Describes a group program for at-risk students that resulted in students obtaining better grades and improved attitudes and self-concepts. Project was based on the assumption that poor self-concept is the central factor in students' lack of academic success. It was unknown whether gains would continue without the group. (RJM)

Whole-faculty study groups can help the entire faculty integrate and implement effective teaching and learning practices with the goal of increased student learning. The paper describes the reasons for and the development and implementation of whole-faculty groups, then examines one consultant's experiences with such groups in Georgia. (SM)

Undergraduate students (n=239) participated in group experiments measuring creative performance. Results indicated that performance was influenced by group diversity, and greatest frequency of responses occurred from individuals brainstorming independently after group brainstorming. For creativity that required responses that break away from the…

Answers and rebuts an article by Larry Johannessen (in the same issue of the journal) that offers ways for teachers to deal with and help alienated remedial students. Addresses the issues of administrative help, the effect of the interests and enthusiasm of the teacher, and the inner resources of teachers in despair. (PRA)

Asserts that, although many researchers and teachers have written about the use of cooperative, or collaborative, learning groups, their work has focused on small classes. Reports on a study of informal cooperative group assignments used in a large (225 students) college-level Introduction to Sociology class. (CFR)

Describes how the authors have facilitated student-led literature discussions in their second- and third-grade classrooms. Outlines the basic organizational structure that fosters response-driven conversations about books. Illustrates the various ways students speak meaningfully with each other about the literature (including inferential…

Discusses what five teachers learned when they engaged in a literature discussion group to discuss children's books to develop themselves as writing teachers. Highlights the three layers of talk (emotional responses, exploring the meaning of the book, and exploring the writer's craft) and the role these play in the learning process. (SR)

Examines patterns of talk and the nature of talk in two different classrooms discussing Shakespeare's "Hamlet." Finds that the images of Hamlet and Gertrude were strikingly different: in the college class, the characters were confined to stereotypical gender roles; while in the high-school class, such stereotypes were refuted. (SR)

Examines the discussions and writings of a group of working-class female high school students reading popular romances as a group independent-study project. Offers a resistant view of what "escapist" reading might be escaping from. Demonstrates the thoughtful and critical responses of these students, all in low-track classes, as they…

Discussion of asynchronous communication in online learning environments focuses on a collaborative, constructivist discussion that considered what constitutes acceptable participation in an online doctoral forum. Presents selections from a class discussion and concludes that students see the value of counting contributions even though they object…

Diverse teacher educators met regularly to discuss their beliefs about educational philosophy, teacher education, constructivist pedagogy, and authentic assessment. Participants made reflections, then listened to constructive criticism by other group members. Processes they used to explore their thinking about teaching practice and student…

Addresses the use of e-mail for communication and collaborative projects in schools. Discusses the effectiveness of an e-mail system based on a UNIX host; problems with POP (post office protocol) client programs; and the new Internet Mail Access Protocol (IMAP) which addresses most of the shortcomings of the POP protocol while keeping advantages…

Self-managed peer group discussions were used to examine achieving high school seniors (n=40) peer relationships and attitudes toward school. Interviews, student-shadowings, field notes, and 25 hours of open student talk were analyzed. Findings are discussed in terms of overall communicative actions, content, group life, group culture, and…

First article in a new series about reflective communities in teacher education that refers to some of the many communities already developing online. Current definitions are presented, and resources on imitating and/or enriching existing online communities are listed. Changes in education and future projects are discussed. Includes a list of…