Describes a graduate seminar for in-service elementary school teachers which provided opportunities for meeting and observing peer teachers and deliberating on their teaching. (CM)

The author describes and analyzes the "dialogue workshop" as a major activity for facilitating cooperative communication and problem solving among students, teachers, and parents. This article is part of a theme issue on community education in Hawaii. (Editor/SJL)

The author argues that what many educators are failing to include in their high-tech plans is "emotionally charged, intellectually open-ended education." Describes technology-based courses (freshman composition, Internet-based learning groups, e-mail discussion groups, and "cyber-outward bound") that would satisfy intellect and…

Increasingly, college and university planners use "future searches" to find common ground on values, issues, and directions for innovative action. These intensive large group conferences bring together a cross-section of stakeholders, such as school leaders, parents, state education administrators, faculty, students, industry representatives, and…

Describes the Young Critics Club at Perrot Memorial Library in Old Greenwich, Connecticut, a forum for readers in grades 5-8. Lists rules for members, provides examples of critical responses, and describes two other youth book review boards. Also includes an annotated bibliography of guides for book discussion groups and top choice and honor books…

At the beginning of each academic year, Shippensburg University (Pennsylvania) organizes small group book discussion sessions designed to draw freshmen into the academic culture and develop critical thought processes. Considerations in selecting books for discussion and in preparing for and orchestrating the sessions are outlined. Some unresolved…

Literature circles are groups of three to eight students who have read the same (self-selected) story or novel and have gathered to discuss their reading. Discussions are teacher supported but student led, and they combine collaborative learning with independent reading. Teachers can use these small-group discussions to link reading, writing, and…

Reports a study that used focus group discussions to evaluate fifth graders' understanding of human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome before receiving HIV education. Results indicated students' conceptions about HIV were more naive than expected. The focus groups were effective in evaluating students' process of…

McGill University (Canada) faculty participating in discussion groups about teaching analyzed such issues as structure of subject matter, the learning task, linking teaching methods and learning expectations, and evaluation of learning. Some collaborated on classroom research. Findings indicated that varied exposure to concept mapping resulted in…

A study compared the effectiveness of 4 study-group methods with 150 law students in a first year course in property law. None of the following methods was found to be superior: having students respond in essays to questions based on material covered in class; instructor-led discussion; weekly quizzes; or the control (informal study groups). (MSE)

A four-year study followed teaching changes of an experienced economics professor as he participated in an informal faculty discussion group. Results are presented in three sections, each representing a different perspective: a narrative based on two interviews; a framework depicting teaching improvement as a dynamic process of conceptual and…

Analyzes the content of 20 "Book Club Discussion Guides" from 13 different commercial publishers to understand the particular constructions of readers and reading embodied in these materials. Finds that the "curriculum" of these guides is not likely to foster a collective cultural or critical reflection on self or world--they…

Describes distance education in an elementary science methods course using newsgroups and electronic mail discussion groups via computer. Compares the newsgroup to the discussion group and points out the importance of interaction in cooperative learning. (YDS)

Shares stories from the author's classroom to show how literature discussion groups can help students raise their own questions about literature, and support students in moving away from instructional dependency to thinking critically. (SR)

Discusses how electronic mail helps foreign-language (FL) teachers by enhancing their curriculum, improving their FL contacts, and facilitating their own professional development. Electronic mail offers access to discussion groups and newsgroups. It allows teachers to design activities and projects that enhance their curriculum and provide…