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Carlsson-Paige, Nancy; Levin, Diane E. – Child Care Information Exchange, 1992
Developmental issues, short-term solutions for children's conflicts, and goals for conflict resolution training are discussed. A step-by-step approach for teachers to use in working through a conflict with children is included, as is a list of children's books that deal with conflict resolution. (LB)
Descriptors: Aggression, Classroom Techniques, Conflict Resolution, Dramatic Play
Latta, Raymond F.; Downey, Carolyn J. – 1994
This book presents a wide array of sophisticated problem-solving tools and shows how to use them in a humanizing way that involves all stakeholders in the process. Chapter 1 develops the rationale for educational stakeholders to consider quality tools. Chapter 2 highlights three quality group-process tools--brainstorming, the nominal group…
Descriptors: Brainstorming, Diagrams, Educational Planning, Elementary Secondary Education
Grigsby, J. Eugene, III; Galloway, Sylvia W. – Association of Governing Boards of Universities and Colleges, 1996
The report combines survey findings and data from interviews and focus-group sessions on recruiting minority group members for the private college or university governing board. It discusses real and perceived obstacles and recommends resources to assist institutions. Recommendations are based on two premises: (1) more minorities are needed on…
Descriptors: College Administration, College Faculty, College Planning, College Role
Jayanthi, Madhavi; Nelson, Janet S. – 2002
This book is a guide is for school practitioners who want to know more about planning and conducting focus groups as an aid to decision-making. It emphasizes practical and cost-effective ways to ensure accurate results. After defining the focus group, chapter 1 offers ways focus groups can be used in schools and reasons for using them. Chapter 2…
Descriptors: Administrator Guides, Decision Making, Discussion Groups, Elementary Secondary Education
Peer reviewedWilkerson, Luann; And Others – Academic Medicine, 1991
Four problem-based tutorial groups (n=23 students, n=4 faculty) in Harvard University Medical School's New Pathway track were studied to determine what interactions characterized student-directed discussion. It was found that students selected most topics discussed, that tutors questioned infrequently, provided limited information, and tolerated…
Descriptors: Case Studies, Discussion Groups, Group Dynamics, Higher Education
