Describes a 1920s study by Hartshorne and May, the "Character Education Inquiry," and summarizes its three-volume report, "Studies in the Nature of Character," about students' moral development and ethical instruction. Emphasizes findings that discussing hypothetical dilemmas and supplying moral knowledge are less effective…

Argues that putting children in the questioning role in a discussion leads them to higher levels of thinking. Describes several methods designed to stimulate question creation. (FL)

Varied leadership style against form of address (Mr., Ms., Miss, Mrs.) in a simulated small group case study. Student ratings indicated significant effects due to leader style (i.e., greater subordination and stronger friendship attraction to democratic leaders). Authoritarian leaders using title Ms. evoked higher subordination than other…

Study circles, sponsored by government subsidy in Denmark and Sweden, are characterized by small group discussion of subjects of common interest, voluntary participation, and facilitators instead of teachers. They have often functioned in the formation of public policy and in the education of citizens on important issues. (SK)

Recounts how to use discussion groups to reinforce and expand upon lectures and how to link successive weekly topics by using thematic and role playing methods and a single theme. Theme used is perceptions of place and their ramifications in a decision making process. Journal availability: see SO 507 262. (Author/CK)

Techniques for initiating good discussion in class include: examining goals and values, noting concrete images in text, generating questions among students, finding illustrative quotations, small group discussion, generating truth statements, forced debates, role playing, non-structured scene-setting, and eliciting opinoins of the text. (MSE)

A seminar aimed especially at improving the capacity of psychiatrists and medical students to understand the emotional conflicts of their Black patients as well as the therapists' own race-related attitudes and behaviors is outlined. The course is based on the study of Black autobiographical literature. (Author/MLW)

Suggests six verbal techniques, other than direct questions, by which a teacher may promote classroom discussion: declarative statements, declarative re-statements, indirect questions, imperatives, student questions, and deliberate silence. (SJL)

Follows on an earlier paper on microteaching for a preservice course in TEFL by outlining procedures and rationale for microteaching in an in-service TEFL course. Presents exploratory microteaching as an appropriate model for in-service teacher training in TEFL where the teacher trainer emphasizes methodological categories rather than teacher…

The authors discuss some fictional works about handicapped children and suggest how these books may be used in conjunction with other teaching techniques, such as drama, written expression, and art, to help nonhandicapped children understand their disabled peers. (SJL)

Examines samples of classroom discussions about reading passages, showing how they can be student and text centered with the teacher operating as a careful facilitator. (JT)

What is needed by a given group approaching termination will be determined by the uniqueness of the group. The group counselor is encouraged to rely on sensitivity and creativity in determining how to help a group cope with ending the group counseling relationship. (Author)

Describes a weekend conference that brought together board members, central office administrators, and building-level administrators to examine the self-images of these people and how such images conflicted or were congruent with expectations and desires held by others. (Author/IRT)

The effectiveness of assertiveness training discussion group parenting programs with center-city and suburban parents was evaluated. All parents showed a significant pre- to posttest decrease in restrictiveness on Block's Child Rearing Practices Report, regardless of group membership. A significantly greater change was noted for center city…

Compared traditional classroom lectures with videotapes prepared by faculty, small group discussion with videotapes, and student conducted family interviews with videotapes prepared by students. Results showed increases in scores on all methods, but no significant differences between the three teaching methods. (Author/BEF)