Describes strategies for improving performance appraisal systems and examines common features of appraisal systems in large companies. Highlights include rating scales; ranking; forced distributions; tying performance appraisal to strategic business goals; frequency of reviews; development plans versus evaluation only; and group review meetings.…

Argues that time spent encouraging students to reflect about their learning is well invested. Offers four specific statements about what helps students to reflect: (1) students need relevant reasons for reflection and assurance that their reflections will be accepted; (2) students' opinions and judgments must be generally valued; (3) students need…

Recounts how five teachers promoted discussions where students initiated their own inquiries, helped each other probe their self-initiated inquiries rather than wait for teacher follow-up questions, and responded naturally to each other rather than wait for teacher permission to speak. Notes that group response extended individual responses. (SR)

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

Argues that peer evaluation can work effectively if the teacher realizes that success should be measured more in long-term, cumulative benefits than in the immediate success or failure. Uses a fictitious scenario involving a teacher's first efforts at peer editing to make the above point. (TB)

A study looked at four groups of mostly senior graphic and industrial design students in their final semester capstone course--a collaborative studio project intended to give them the opportunity to apply their design expertise to real-world problems for real clients. The study examined the ways in which one of these groups used arguments to…

Competent practice in the field of evaluation calls upon many skills, which all can be taught. This paper suggests one perspective on how these evaluation skills could be acquired. A seven-item question-and-answer format is used to respond to a panel discussing structuring a program to prepare professional evaluators. The following questions are…

Discusses a theory of leadership effectiveness in small discussion/decision making groups developed to facilitate discussion and goal efficacy. Develops four leadership styles (coordinator, inventor, enthusiast, and director) focusing on two critical questions the leader must address. Discusses implications of the model for leadership training and…

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)

Explores connections to be made between literature and life by using "Cinderella" as an occasion for classroom drama and personal discussion. Explains how the instructor assumes the role of a reporter as students tell their own Cinderella stories. (TB)

Advocates the use of Socratic dialogue as a paradigm of classroom organization that supports the primary goals of Montessori secondary education. Describes similarities between the structure of the Socratic seminar and first- and second-period Montessori lessons. Argues that Socratic practice provides a safe, structured environment in which…

An Internet user talks about her experiences as a result of a graduate-level class, "Telecommunications in the Classroom," at the University of Wisconsin-Madison. Discussion focuses on the Internet community and the various kinds of talk on the Internet, including bulletin boards, real time, creative, political, expert, international,…

Sees introduction of specific structures and exercises in psychotherapy group as directly controlling course of events and affecting members' perceptions of the group and leader. Asserts that exercises must highlight, rather than bypass, existing group processes. Presents five-step model for preparing, working with, processing, generalizing, and…

Argues that "talk around the edges," informal exchanges between children in the classroom, are important moments for the enhancement of language facility, at least as important as formal language lessons. Provides approaches to incorporating "talk around the edges" or talk much like "talk around the edges" into lessons. (TB)

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)