Adult developmental theory can help learners see how motivation changes across the life cycle. Class-discussion groups focused on these theories raise awareness of what learners value or need at different stages as well as of the diverse life experiences of others. (SK)

Describes nine group problem-solving and communication initiatives used in adventure- and experiential-education settings. Includes target group, group size, time and space requirements, activity level, props, instructions, and tips for post-activity group reflection and processing. Activities emphasize teamwork, communication skills, and a…

Describes a one-semester economics course in which students assume the role of key figures in the development of economic thought, ranging from the mercantilists through the early neoclassicists. Structures class discussion thematically rather than chronologically, so characters are conversationally engaged in each class. (DSK)

Argues that role playing may engage students more effectively than lectures, but the risk of role play is that students often wander from the intended central themes. Presents part of a scripted role play from an environmental-economics course to illustrate how scripting offers a solution to this problem. (DSK)

Describes a seminar program at the University of Maryland Dental School, which uses books, short stories, and films that integrate human values into dental education, specifically in pediatric dentistry, for residents, clerks, and faculty. Results of initial evaluation and changes in the program over time are detailed. (DB)

Dialog leads to collective meaning-making and shared understanding by building a sense of connection and belonging. Skillful discussion displays rigorous critical thinking, mutual respect, weighing of options, and decision making that serves the group's visions, values, and goals. When school faculties develop these skills, they transform their…

Considers rhetorical implications of silence as a contestatory strategy in a basic writing class where Mike Rose's "Lives on the Boundary" was the text. Finds students were reluctant to discuss the issues of power raised in the book, perhaps because of complex cultural and educational conflicts operating in some writing classrooms.…

Describes and discusses various attempts made by a student teacher to improve the discussions in her English classroom. Describes how she used structured discussions, learned from chaotic discussions, and facilitated discussion through a mock trial. Notes progress in facilitating discussions that were on task and that incorporated students'…

Public deliberation is a little-used concept that gets people talking about education and working together to improve it. Study circles discuss each solution's pros and cons, explore people's deeper motivations, weigh others' views carefully, work through conflicting emotions, and identify common ground. Pueblo, Colorado's process is profiled.…

Explains and illustrates the features of practical argument engagement, noting it is one way to understand why teachers do what they do. Observations, interviews, and dialogs with teachers illustrate that, by working with partners to examine actions occurring in their daily work, teachers can enhance their capacity for reflection, change beliefs…

Discusses interactivity in distance education and outlines four models: (1) no-interactivity; (2) resource-learner interactivity and peer-peer interactivity, similar to a face-to-face classroom setting; (3) decentralized self-managed peer-peer interactivity; and (4) coordinated-decentralized interactivity. Tables and diagrams depict these…

USENET newsgroup topics are created, and they evolve, mutate, and become extinct in ways fundamentally different from spoken dialog. These differences can be explained partially by the asynchronous nature of electronic communication, as well as by other factors unique to such wide-scale multi-user media. (Author)

Compared performance on language arts tests for students who were or were not permitted to discuss the story they were required to read and interpret. Results for approximately 5,000 10th graders show that a 10-minute discussion of the story in three-person groups had a substantial impact on students? understanding of the story. (SLD)

A finance course incorporates two technologies to reinforce instruction: threaded discussion and a course website. A bonus point system for discussion contributions elicited mixed reactions from enthusiastic and reluctant participants, lurkers, and nonparticipants. (SK)

This article identifies a variety of creative programs and projects designed to foster a healthy body image. Model practices are drawn from diverse educational and treatment settings. (Author/MKA)