Discusses the results of a survey designed to explore the reactions of junior high school students to Channel One. A survey was administered to two Midwest suburban junior high schools. The results showed that 66% of those surveyed learned something from the broadcasts. (Contains 13 references.) (JLB)

A technique for provoking thought and discussion about a new subject in the college classroom involves having each student write facts they know about the subject on an index card, then reading cards at random to begin discussion. Content of the cards reveals significant concepts, concerns, and misinformation helpful in approaching the topic. (MSE)

Reports on a small-scale study of 13 dyads working at number tasks that found "sidework," a modified form of associative interaction, gave rise to more high order talk and to more posttest learning than did collaboration. Suggests sidework may have greater potential to enhance students' learning than the collaborative mode. (TJQ)

Through focus groups and a telephone survey, a New York school district found out what more than 500 members of the community thought of the district and how they expected it to improve. (MLF)

Examines problem-based small-group discussions and describes a study conducted in The Netherlands that investigated the thoughts of students, both content-related and non-task related, through a thought sampling method. Highlights include categories of students' thoughts; validity measures; and results of student questionnaires. (LRW)

Describes teaching characterization to seventh-graders by using archetypes from genuine fairy tales (not the watered-down Disney versions). Presents sample discussion questions used to aid students in analyzing characterization. Discusses writing assignments associated with the reading and discussion of fairy tales. (RS)

Presents an example of a second-grade classroom mathematics lesson showing the class engaged in verbal reflections. (MKR)

Teachers can make sure students know important facts and concepts before giving unit tests by using the expert group review strategy. Small, mixed-ability student groups review different parts of the unit and present their findings to the class. After the test, students discuss the value of expert group review. (SM)

Describes a series of instructional episodes in an 11th-grade classroom discussing J.D. Salinger's short story "The Laughing Man." Presents and discusses the "Text and Context" model for the negotiation of interpretations in classroom contexts. Offers suggestions for developing interpretive classroom communities. (SR)

Employees were randomly assigned to preretirement education approaches: 13 to participatory learning, 78 to lecture/discussion groups, and 7 to a nontreatment control group. Participatory learners scored higher on all attitude, two of three behavior, and one of three information gain scales. Perceived involvement in preretirement was positively…

Presents study results examining social pressure within sexually homogenous groups. Explains that cohesiveness, based on common beliefs, was established in half of the sample while prevented in the remainder. Reports that groups were required to reach consensus after conflict was introduced. Concludes that low cohesion groups showed the greatest…

Examines the need to incorporate ethnic issues into psychology of women courses. Suggests topics for inclusion, such as family relationships among ethnic groups and cultural versus gender identity. Identifies issues for class discussion, including the experiences of a variety of ethnic women and the methodological concerns that differentially…

Provides a lesson plan on the issue of distributive justice, or fairness in the ways things are distributed among individuals and groups. Includes a student reading concerning a proposed guaranteed standard of living. Proposes an activity that calls for student discussion of a constitutional amendment that would offer such a guarantee. (SG)

Discusses teaching social studies using public issues to develop student understanding. Describes identification of issues, justification and clarification of positions, and the discussion process. Suggests that selection of issues should be based on the importance of the issues to society and their significance for teachers and students. (DK)

Describes an interactive approach to the study of German lyric texts, based upon reader response theory. Using this approach, students observe themselves and their reactions to the experience, and their observations become the basis for class discussion and analysis of the text. (GLR)