Describes two types of in-class discussion utilizing feature films in a course on law and psychology. Explains that, in the first discussion, the students critique the film for accuracy in the portrayal of legal doctrines, and, in the second, they analyze the psychological issues presented in the film. Suggests appropriate films. (DK)

Offers a summary of a focus group discussion in which a small group of writers discuss samples of their students' work. (SR)

Explores the relationship between patterns of discourse in teacher-led discussions of literature and in the small-group discussions that follow them. Finds that teachers who model interpretive procedures without teaching students how to employ them do not appear to empower students to lead themselves in fruitful discussions. (SR)

Types of questions that will stimulate student participation in French literature classes are discussed. After a summary of ineffective approaches, factors influencing development of effective questions are assessed: preparation, reformulation, and progression. Examples are included. (Contains nine references.) (LB)

Proposes an instrument for assessing the extent to which either sound arguments or power are found in scientific and political discussions. Empirical research is described that investigated the relation between the quality of evaluation research and the quality of discussion in policy-making processes in which the research is used. (Contains 47…

Transcripts of undergraduate group discussions uncovered strategies used to explore assumptions: defining, qualifying definitions, eliminating inappropriate meanings, broadening the context, testing generalizations by hypothesis and personal anecdote, challenging generalizations, challenging the original question, challenging the validity of…

Mutual improvement societies were at the forefront of adult education in New Zealand from 1870-1915. Although university extension and technical education were major contributors to adult education in Britain and Australia, they were less successful in New Zealand; thus the mutual improvement societies were predominant. (SK)

Assails the problem of emphasizing "don'ts" in freshman English composition courses. Suggests remedies for negativism in teaching and calls for "delight" as a professional goal for freshman writing. Offers suggestions on selecting textbooks, maximizing student interaction in class, and bringing teacher writing into the…

Effective group discussion needs to involve as many students in the classroom as possible. This article describes split information tasks, their design, and their usefulness in the classroom, with particular reference to mathematics vocabulary. (Contains seven references.) (LB)

Presents guidelines for developing group process skills in peer groups that older adults can then use to improve relationships with sons, daughters, and grandchildren. (SK)

Data from 1,548 Women, Infants, Children clients showed that 93% found nutrition education valuable. A process-oriented evaluation of 494 clients using a skills inventory, and 513 using self-efficacy measures, identified topics they knew most and least about. Clients in facilitated discussion groups scored highest in self-efficacy compared with…

Describes literature conversations as complex adaptive systems. Discusses four research studies from this perspective, and explains some assertions about this conceptual framework as a tool for teacher researchers. (SR)

Describes a project that linked two graduate-level teacher-education classes on children's literature with electronic discussion to extend teachers' breadth and depth of thinking about issues in complex children's literature. Shares teachers' comments about two books, discusses a follow-up questionnaire, and offers a list of…

The second in a series on ways to introduce gifted students to philosophy, this article focuses on the importance of metaphysics. The nature of time is discussed through excerpts from "The Confessions" by St. Augustine and strategies are provided for engaging students in a discussion of his philosophy. (CR)

Describes nine group activities used to build cooperation and teamwork in adventure-, challenge-, and experiential-education settings. Includes target group, group size, time and space requirements, activity level, props needed, instructions, ideas for post-activity group processing and reflection, and facilitator tips. Target groups include…