This article examines the historical development of marathon encounter groups and provides speculation as to their future use. (YRJ)

This research examined use of reciporcity procedures with married couples in a group format. Couples (N=7), enrolled in a non-credit extension course, participated in an eight-week workshop. Commitment to and optimism about marriage and ratings on three of nine areas of couple interaction significantly increased over the eight-week period. (Author)

A framework for diagnosing real groups focuses on group origins and membership differences. This perspective is offered as an aid to interpreting communication behavior of groups in organizational settings. (Author)

Investigates the group participant characteristic of unwillingness to communicate as it effects information processing in small groups. (MH)

Describes the authors' approach to teaching a marketing research course involving a real world business problem. The focus is on methods used to improve the effectiveness of the group and the performance of the group's management and nonmanagement members. (CT)

Presents the small group discussion techniques of eight English teachers from junior high through university levels. (JG)

States that the combination of group rewards (based on group members' individual learning) and peer interaction on learning tasks is necessary to produce learning gains characteristic of effective cooperative learning methods. Discusses research on group contingencies and cooperative learning in the elementary school classroom.(NH)

Describes one technical writing teacher's use of group writing projects in which students write and present a marketing report of a product they have invented. Points out that such projects teach students valuable skills in group dynamics, as well as technical writing skills. (ARH)

Examines differences in the amount of affectionate behavior that early childhood teachers expressed to individual children versus groups, and to female and male children. Teachers were found to express more affection to females than males, and to individuals than groups. (Author/BB)

In 1983, seven professors in the Eastern Washington University Department of Education began a cooperative research, writing, and editing team. They have published 34 articles and received two national awards for excellence. The components that led to their cohesive and productive working relationship are discussed. (MLW)

A total of 118 upperclass students was divided into 22 work-teams in an introductory management course. Each participant was asked to use and evaluate a computer program, QUORUM, for diagnosing group problems and managing meetings. Problems found were a lack of group structure and poor participation. (CH)

Directs attention to the varieties of oral communication in the language classroom by discussing four aspects of this communication: (1) whether it is necessary or unnecessary; (2) whether it is obligatory or non-obligatory; (3) whether it is interesting or uninteresting; and (4) whether it is embarrassing or not. (SED)

A powerful but straightforward computer-based approach to university resource allocation has been successfully integrated with group process techniques to assist top-level administrators in making difficult choices. (Author)

Good college leadership requires a kind of collaboration, it is argued, and creative collaborative work is the best route towards bold and effective leadership. Defining leadership, leadership models, leadership as problem solving, and leadership as taking a stand are discussed. (MLW)

Examines the effect of an unfamiliar peer in a situation requiring a subject's separation from mother in order to play with attractive toys. Observation of 20 children 18 months old and 20 children 30 months old revealed that peer presence facilitated initial separation for both ages, but that age differences in subsequent behaviors existed. (CB)