Interpretive Structural Modeling (a decision-making methodology) and Nominal Group Technique were used to study the creative activities of five artists. The group interviews and discussions resulted in three models of creativity, all stressing the simultaneity and interdependence of various creative processes. (DB)

Presents, as a complement to the essay, "Frontier Justice versus the Rule of Law," a lesson plan for teaching about intolerance. Sets out objectives, procedures, discussion questions, and a hypothetical case for role playing. Includes suggestions for using local history. Proposes a "what if" exercise based upon the…

Reviews and critiques a recent pedagogical book entitled "Exploring Texts: The Role of Discussion and Writing in the Teaching and Learning of Literature." Considers how this book might prove useful for secondary English teachers. Provides citation and detailed analysis of the book. (HB)

Outlines the Conversational Discussion Group framework, an approach to help teachers shift from traditional, teacher-led discussions to peer discussions about literature. Discusses several questions that teachers ask as they make this shift from centralized discussion structures. (SR)

Presents effective techniques for leading productive classroom discussions, noting that the techniques increase teachers' and students' abilities to speak and listen. Discusses creating a supportive classroom climate, including all students, and using instructional language. (SR)

Offers guidelines for classroom work in which children respond to literature in richly supportive discussion groups where they socially construct meaning and in which children revisit texts to develop specific literacy skills: select a book, encourage connections, read aloud, write a response to the story, have a discussion, revisit the story for…

Looks at the features of teacher-guided discussions of literature that led elementary students toward constructing a theme for a story. Shows how students can profitably explore theme in the literature they are reading and provides an alternative to the directed reading activity format that has become typical of small group reading instruction.…

Describes a course unit on Goethe's "Werther," in which an inductive approach to discussion teaching is used to introduce German literature to college students with little literary background through class activities and discussion topics to stimulate student interest. (Author/CB)

Presents an accessible method to help adolescents become thoughtful decision makers, which combines social decision-making/problem-solving activities with the literature of the eighth-grade English classroom. (SR)

Conversations of British 7-year olds and Canadian 11-year olds were analyzed to establish 3 criteria for assessing oracy in classroom situations: ideation (quality of information and its validation); interpersonal (sensitivity of relationships with listeners); and textual (choice and organization of words). Differences between the two groups point…

Discusses two studies conducted in the same classroom at overlapping times that contain apparent contradictions about the teacher's effectiveness and the nature of discussions in his classroom. Concludes that the forms and mechanisms for conducting this type of research are inadequate and that the inherent issues of subjectivity and objectivity…

Small groups of gifted high school students meet weekly during lunch periods to have topical discussions, with the goals of developing self-awareness and affirming capability. As the school year progresses, the group discussions become less structured, with more free-wheeling exchange. Topics include learning styles, stress, suicide, and college…

Debriefing is a process of guiding reflection on experience. Ideally, facilitators conduct debriefing sessions frequently and in proximity to the experience location. Includes a model "debriefing funnel" into which the facilitators pour experiences, pass those experiences through five reflective filters, and distill a learning change in…

Discusses the need within higher education for a nursing curriculum that addresses all ethnic and cultural perspectives. (JOW)

Provides an in-depth examination of the multiple, often conflicting concerns, that arose as an academic group "did" intellectual discussion. Offers a model of how intellectual discussants generally make attributions about each other. Uses results from the case study to critique context-general communicative theories (attribution,…