Designed to be of practical assistance to those interested in improving their abilities for group discussion leadership and participation and their knowledge of learning-discussion groups, this book is organized so that the first seven chapters are concerned with theory and the last seven concern practical application. The chapter titles are as…

A grounded theory study examined six high school teachers' conceptions of classroom discussion, and their purposes for using classroom discussion. Data were gathered during in-depth interviews and a think-aloud task in which teachers rank ordered five vignettes of classroom interaction. Both urban and suburban high school teachers were involved.…

A common problem in an "experiential class" is the lack of attention devoted to group closure at the end of the course. Toward the end of the semester, students working in small groups in organizational behavior classes often experience anxiety over losing the support and identity that they enjoyed as members of a small learning group. A final…

This critical review examines 18 books available to the general public about learning disabilities (LD) and offers guidelines for use of these books by professionals. Books are grouped into three categories: those written from the perspective of parents and individuals with learning disabilities, those written from an LD professional's…

One segment of a larger study (which explores whether secondary teachers and their students alter their discussant roles after being made aware of their classroom interaction) examined the extent to which reading the textbook is necessary for engaging in discussion. Three English teachers and their classes were selected as participants. The…

The Scottish Discussion Skills Project, conceived in 1981, is described in this booklet. Following an introduction that explains the context of the project, the booklet provides a summary of four educational reports that were the basis for the project, and defines the concept of discussion. The remainder of the booklet is divided into two parts.…

Discusses the use, in courses for adults, of texts whose content stimulates thought concerning the solving of problems - social, political, etc. - because they are of interest to the participants; thus is created an excellent basis for conversation. (Text is in German.) (IFS/WGA)

REVISED TO INCLUDE UP-TO-DATE MATERIALS, THIS BOOK IS CONCERNED WITH COOPERATIVE THINKING AS A DEMOCRATIC PROCEDURE. IT IS ADDRESSED TO ALL WHO PARTICIPATE IN OR LEAD INFORMAL DISCUSSION IN SMALL GROUPS--COMMITTEES, STAFF MEETINGS, BOARDS, AND COUNCILS--AND TREATS IN DETAIL DISCUSSION IN THE CLASSROOM, RADIO AND TELEVISION, THE BUSINESS…

Limited aspects of an innovative college freshman orientation program are discussed. The primary focus of all three papers is student values. Robert E. Bennett looks at contemporary societal changes and pressures which shape values and concludes that, in spite of them, many students maintain values similar to past generations. What is new is their…

Suggestions for implementing group discussion techniques in elementary and secondary classrooms are given in this tip sheet for teachers which is one of a series. The need and nature of discussion as a necessary force in the democratic way of life is stressed. General information is provided on how discussion aids the individual; the purposes of…

In this study, three grade 5 classes were tested during a 3 week period to determine the effect that classroom discussion has on certain quantitative aspects of composition. Each week, 78 subjects viewed a short film with no narration and--after either no discussion, class discussion, or paired-student discussion--were required to write…

This volume of the Michigan Speech Association curriculum guide--an expanded edition of the 1968 MSA guide (ED 026 393)--is designed for high school students and focuses on the discussion process. "Human Interaction"--the foundation of the discussion process--is the first of three units. The unit is intended to help the student acquire…

A effort begun in 1976 by first-year Harvard Medical School students to humanize the medical curriculum is described. Eleven students have met one evening every other week to discuss issues in medical education, supplementing the curriculum as well as helping students become more effective and humane physicians. (LBH)

A new approach to an oral-visual history program was developed by utilizing slides of events from 1900-1950 to stimulate discussion, then recording recollections of senior citizens about the major issues of this period during group sessions. The development of the program is described along with recommendations for future program development. (EM)

Describes the use of value analysis exercises to promote small group and class discussion. (MM)