Suggests that literature circles can provide a stimulating and motivating method of teaching reading, and they help increase student reading performance as measured on a criterion-referenced test. Notes that when students participate in literature discussion groups their reading level and motivation can increase. (SG)

Describes an activity in which students engage in a size comparison task that replicates the symbolic distance effect: when comparing two imagined objects it takes longer to determine which one is larger if the objects have a small size difference. States that the activity can be used to introduce imagery research. (CMK)

Focuses on the Bayeux Tapestry, which tells the story of William the Conqueror's invasion of England and the Battle of Hastings in 1066. Explores the issues related to violence that affect students' lives. Includes an historical narrative of the tapestry, ideas for interpreting the images, and questions that address the violence. (CMK)

Recommends using the National Council for Social Studies' ten thematic strands when teaching children about the "world of work." Provides focus questions and learning activities related to the "world of work" for each strand. (CMK)

Discusses a strategy for maintaining middle level classroom discipline by opening class discussions about the three values underlying any discipline program: respect, responsibility, and empathy. Considers class discussion of the value and flexibility of rules. (JPB)

Explores three social-studies teachers' conceptions of classroom discussion, focusing on discussion's defining characteristics and purpose and influences on usage. Data included interview and think-aloud responses and classroom observations. Teachers view discussion as recitation, teacher-directed conversation, open-ended exploration, a…

Performed two studies to examine things unsaid in group counseling. Examined categories of things unsaid, relationships between types of things unsaid, stage of group development, and gender. Found more advice and outside things unsaid during orientation-inclusion stage and more positive feeling and empathic things unsaid during affection-cohesion…

Proposes an extended form of dialog for social systems design called design conversation. Two modes of social discourse are combined: strategic dialog (communication that focuses on the specific task of seeking solutions) and generative dialog (common frame of thinking and shared meaning in a group). Describes a conversation program of the…

A design group needs to sift through confusion, come together, and converse as a team before it can be productive in design tasks. At the 1994 Fuschl Conversation on Systems Design, the metaphor of lighting a fire was used to symbolize this coming together; three tables examine the relationships between the metaphor and starting a design…

Describes tools and techniques that can be used to increase creativity in libraries. Highlights include idea files; brainstorming, in groups or as individuals; mind mapping; checklists; idea processing software; new age techniques such as brain integration and flotation tanks; and an annotated bibliography of six books on idea techniques. (LRW)

A two-year study of teachers' attitudes about professional voice involved discussions among groups of colleagues about professional issues, addressing three areas of concern about dialogue: teacher interest, administrative support from the teacher's perspective, and constraints. The paper examines the importance of personal narratives to encourage…

A variety of initiatives are suggested for colleges and universities wishing to enhance faculty exploration of ethical issues and promote ethical behavior. Existing programs are noted, essential characteristics of effective programs are outlined, and both individual and group methods of addressing ethical concerns are discussed. Special attention…

Discusses the use of self-directed learning within the framework of shared inquiry. Compares this concept of authentic engagement--whereby students are held responsible for group problem solving and working together to discuss ideas related to difficult texts--to Maria Montessori's focus on independent learning within a prepared environment. (MDM)

Describes a model for preparing clients with eating disorders to increase retention in a counseling group. Methods are discussed for preparing these clients cognitively, behaviorally, and experientially. Implications for retention and group participation are also discussed. (Author)

Investigated effects of an individual's ability to process information (conceptual level) on the choice of alternative verbal conflict behaviors (tactics) in a small-group context. Members of the higher conceptual level study group made a higher percentage of overall responses, while members of the lower conceptual level group used avoidance and…