Examines the relationship between patterns of communication (in groups) and group outcomes. Specifically, it attempts to reveal contrasts in the structure of communication between groups whose consensual outcomes are dissimilar. (Author/HMV)

An alternative approach is presented: to start from students' existing studying. In a structured group setting students are given an opportunity to draw on and share their personal experiences through working on an actual study task. (Author/LBH)

Argues that literature instruction should enable readers to find the connections between their experience and the literary work. Explains how discussions can be guided to focus on students' reactions, perceptions, and associations with a text. (MM)

The author provides background on the junto and defines its role as a voluntary discussion group attempting to solve problems. She describes recent uses of the junto at conferences and provides guidelines for planning a typical group. (CH)

Analyzed small group, videotaped discussions of friendship in which graduate and undergraduate students participated. Evaluated the therapeutic and educational values of discussion groups on "closest friendship." Found the peak experience to coincide with the discussion of the possibility for true friendships between men and women. Discusses…

Discusses a theory of leadership effectiveness in small discussion/decision making groups developed to facilitate discussion and goal efficacy. Develops four leadership styles (coordinator, inventor, enthusiast, and director) focusing on two critical questions the leader must address. Discusses implications of the model for leadership training and…

The authors, one a female student and the other a male teacher, argue that women in a male-dominated society are often silenced, even in the classroom. They describe and analyze the process of silencing as it occurred in their graduate seminar designed to explore the relationship between language and power. (Author/CH)

Presents a classroom exercise which asks undergraduates to assign a social class ranking to nine family names which stereotypically represent ethnic groups. Students are also asked to rate the degree to which they believe social class can be inferred from ethnic family names. Presents results from several years of data collection in different…

Presents a conversational analysis of children's re-created play episodes drawn from a larger study of children's dramatic play and its re-creation through teacher-led discussions. The analysis provides an empirical framework by which educators may reflect upon the utility and appropriateness of this practice. (Author/MS)

By reviewing this analysis of the behavior of both groups and individuals in groups, human resources managers can learn to tell whether committees, task forces, and departments may be encouraging or inhibiting the work they set out to do. (Author)

An information-support group developed to meet the needs of moderately hearing-impaired college students featured role playing, simulation, group discussions, and social activities. (Author/CL)

Reports how 10 college students in a psychology of personality course increased their awareness of their own implicit theories of personality by completing an 18-item questionnaire dealing with various issues of personality. Instructor-supplied responses representing the perspectives of Freud, Skinner, Rogers, and Glasser were used to foster…

This exercise will help secondary students work through their fears about nuclear war. It consists of a brief introduction by the teacher, questions that the teacher asks the students, students sharing with partners after each question, and students sharing with the whole group following the partner-sharing. (RM)

The summer component of the Stanford Teacher Education Program (STEP) emphasizes reflective teaching in a six-week clinical experience. The merger of STEP with the Upward Bound Program provides student teachers with daily opportunities to apply and reflect upon the pedagogical theory developed in their coursework. (MT)

Argues that since young students often find expository material difficult to understand, teachers must take special care in preparing lessons on such materials. Proposes an approach that can help teachers through planning and teaching expository text. (FL)