This study examined the effects of a cross-age training program on the interpersonal conceptions of the students serving as trainers. A total of 24 sixth graders participated in the study, 12 in the training group and 12 in the control group which received no training. The training group met twice a week, once to lead dilemma discussion groups…

"Planning Educational Change: Vol. III, Integrating the Desegregated School," by Chesler, Jorgensen, and Erenberg is reviewed in this issue of the "NCRIEEO Newsletter." The book in question tries to provide teachers and administrators with methods for improving race relations in desegregated schools. Some of the techniques suggested include role…

When the Tacoma School District in Washington State moved to end de facto segregation in April, 1968, an inservice training program for teachers was instituted. The objectives of the program were: (1) to develop educators' awareness of prejudices and sensitivity to racial minorities; and, (2) to develop procedures for creating this new awareness…

Students who work in small discussion groups will not significantly surpass those who study under teacher direction in terms of mean learning achievement, cognitive operations such as comprehension and application, or acquired learning. This conclusion resulted from a study of learning in two classroom situations, one utilizing teacher-directed…

Reported are the results of an investigation of the effects of small-group discussions in mathematics classes for preservice elementary school teachers. The content of the course included modern algebraic and geometric concepts. Both classes were taught by the same instructor and studied from the same set of understanding of the interdependence of…

College student personnel may extend their services to academic faculty by training undergraduates to lead discussion groups. Training workshops for two different discussion methods are discussed. Research findings suggest that the most effective of the two methods is the one best suited to the individual leader. (Author)

Describes two teaching techniques that can be used to personalize the standard lecture format used in large group human sexuality classes. The techniques involve the use of varied homework assignments and the use of upper-level students as discussion leaders. (Author/AEM)

Student scores on listening tests increased as a result of a 45-minute class discussion on listening skills and a high-incentive condition: telling students that if they did not score well on the test, a written report on listening would be required. (PD)

A "cognote" system was developed for coding electronic discussion groups and promoting critical thinking. Previous literature has provided an account of the strategy as applied to several academic settings. This paper addresses the research around establishing the inter-rater reliability of the cognote system. The findings suggest three indicators…

This paper considers how active learning events in the form of problem solving/discussion events can be combined with the traditional lecture to better support good teaching and student learning in information systems (IS) education. A single case study is used to illustrate and evaluate the effectiveness of small group problem solving and…

The purpose of this paper is to examine some of the ways in which graduate students engage in interactive online university courses and use discussion as a tool for thinking and for socially negotiating meaning. In particular, it investigates the idea that discursive interaction in asynchronous, text-based, online courses may be uniquely suited to…

This videotape, with accompanying discussion guide, addresses issues of young children's learning readiness and the readiness of the school to teach young children. The 50-minute videotape, for use as a stand-alone instruction video in one sitting or as an accompaniment to group discussions or to a self-study program, is geared toward informal…

Investigates students' own interpretations of their contribution to computer-mediated discussions. Subjects were 20 students between the ages of 15 and 16, who participated in computer supported collaborative learning inquiry in literature. Results show how individual students interpret their contribution to the collaborative knowledge…

The discussion teaching process learned through use of the case method is discussed. A method for leading a discussion in which authority and control remains in the hands of the faculty member and in which content and theory is still imparted by the discussion leader is described. (MLW)

Investigates the discussions of fifth and sixth grade literature study groups led by teachers in training. Finds children of varying abilities participating in rich discussions of literature, articulating and changing their constructions of meaning, sharing personal stories triggered by the reading, hypothesizing and predicting, and evaluating the…