Provides an overview of Kohlberg's five stages of moral reasoning and Damon's levels of positive justice. Argues that a conditioning approach to moral development is inadequate, suggesting teaching methods for facilitating moral development based on helping children understand principles and reasons. (RH)

Two experimental groups and a control group were used to evaluate a comprehensive group discussion program and an individual briefing program's effect upon the retire- ment experience. Questionnaire data were collected prior to program initiation and again six years later. Posttest data indicate no significant effect of either program. (Author)

This study used the Self-Consciousness Scale to test the hypothesis that socially anxious people could seek to avoid embarrassment and do poorly in small group discussions as a result. Those people high in private self-consciousness (lacking concern for social evaluation) would participate more in discussions. Findings supported the hypothesis.…

Examines the relationship between sex and sex- type and leadership in small discussion groups. Results indicate personality influences leadership only during initial group interaction. The best characterization of social and task leadership is via psychological sex type rather than biological sex. Suggests leadership style dogmatism and motivation…

An outline of eight types of questions that teachers can use to maintain focus on their subject matter in values/moral education. (Author/MLF)

Analyzes ways to lead group discussions of literature. Offers suggestions on what questions to ask and how to keep the discussion a stimulating experience for the participants. (RL)

It is helpful to elicit sentences using "binders" and to examine their properties together, especially when the indigenous language has textual and logical processes different from those of English. Such a procedure increases students' awareness of the delicacy of the clause/sentence grammar which pivots around these difficult words. (Author)

Discusses problems with using debate as a way of stimulating spontaneous speech in the ESL classroom. Presents six steps to aid in eliciting "controlled spontaneity," where the debate topic is known beforehand and students can prepare. The listeners, after asking the debaters questions, choose a winner. (PJM)

Describes the development and field-testing of an interaction analysis instrument that focused on language usage and discussion skills development. Also presents background information related to such interaction analysis instruments for use in linguistically/culturally different settings and a rationale for development of effective teacher…

Discusses using two class periods to discuss a short story--the first to discuss individually chosen material related to the story, author, or setting; the second to discuss the story itself with references to the related readings. Also discusses related writing assignments. (TJ)

Describes a systematic way of increasing empathy of children through use of a daily class dialogue period, planned use of creativity techniques and action projects. (RH)

Describes preparation and implementation of a lesson using student activity, material in the textbook, and the concept of the time line to teach the chronological order of events in history. The lesson is designed for use by junior high school students during one class period. (CK)

Designed to help school speech and language clinicians who work with parents of handicapped children, the article provides suggestions on group leadership strategies. (CL)

Describes a group discussion process for helping students make use of the vocabulary that normally lies dormant in their minds. (TJ)

With the energy crisis still very much with us, here is a program that is getting New Jersey's students involved in energy conservation. (Editor)