To help with the teaching of wilderness expeditionary leadership, this book contains knowledge regarded as essential for Wilderness Education Association (WEA) instructors. WEA courses are educational expeditions of 28-35 days designed to teach outdoor leadership in wilderness environments. Chapters focus on the "whys" behind fundamental…

To shed light on reciprocal social networks for adult literacy learners, an ethnographic study sought to understand the dynamics of social networks from a sociocultural perspective, that of the adult basic education learners themselves. Subjects were a diverse population of six adult learners at a suburban adult education center (five working to…

A professor of outdoor and experiential education reflects on the development of group relations and on lessons in outdoor ethics learned during a canoe trip in the Canadian Arctic. Written to celebrate a transforming experience, this paper illustrates the experiential learning and individual development that can result from intensive outdoor…

Using film making in the classroom can bring to life concepts that may seem abstract and offer thinking as well as decision making skills to the participants. To achieve this objective, a small group communication class was asked to make a movie about creativity. The 3-week project resulted in the writing, directing, filming, and editing of a…

A leader's legitimacy through election or appointment has been found to create differing relationships with followers, resulting generally from greater expectations for an elected leader. To compare the authority and influence of elected and appointed leaders, 140 students were recruited to participate in research on "urban planning."…

A home based project serving special needs children 0 to 5 years old in a rural area developed a mothers' group designed to increase parents' self esteem, decrease their isolation, and provide more information about their child's development. An introductory section outlines general assumptions of the group and describes a sequence of activities…

Learning that can occur through small group work is considered. Practitioners and advocates of the method describe learning through small group work as active learning that is deeper and more enduring than passive learning. The key is that students are personally engaged in the work and peer interaction is seen to be a major facilitating factor…

In studies examining the impact of performance information on motivation, both feedback and goal setting have been found to improve performance. To explore the generalizability of E. A. Locke's (1968) theory of task motivation to groups, 180 male masters of business administration (MBA) students were randomly organized into 60 three-person groups.…

In the introduction to this monograph on the workshop as an effective educational function for inservice teachers, the need for inservice education is discussed as well as the particular value of workshops in meeting that need. The historical background of workshops is outlined in the second chapter, including selected definitions of workshops and…

Concludes that organizational development is a positive influence in promoting the type of school climate that allows for open relationships between teachers, students, and administrators. (AM)

The FIRO-B by Schutz and the Personal Orientation Inventory by Shostrum were used to assess personality changes in a verbal and a nonverbal T-group. Personality measures used failed to find significant posttreatment differences between groups. Several significant differences occurred within groups. (Author)

Examines the relationships between vocal activity and three other variables: attribution of quality contributions; perceived listening, and perceived understanding. Concludes that frequency and duration of speech serve as a major mediating variable in communicative relationships. (MH)

Outlines some activities and assumptions of organizational development in the schools. (IRT)

The Gross Self-Insight Scale was administered to an encounter group and a control group before and after the group experience. The scale was found to have very high reliabiltiy and moderately high validity. Observation of the encounter group members' behavior supported the change in the scale scores of group members. (SE)

This article examines and questions the objectives, materials, techniques, and teacher motivations of affective education. (BD)