Groups assigned to the High Orientation condition'', wherein a confederate manipulated behavior, were significantly closer to concensus after discussion than groups in either the Low or No Orientation conditions''; thirty groups were involved in the study. (Author/SP)

The author describes an experiment performed with her college class. The students realize there can be many interpretations and impressions of a single incident. (MR)

Describes the development of a student racial confrontation group in an effort to alleviate racial tensions in a California high school. (AN)

The author describes the innovations of the past decade and why they have failed. What we need is relevance. (MR)

Describes the organization of a local newspaper and its success. Real out-of-class adult education? (AN)

This article describes and evaluates a problem solving procedure in which senior executives, accompanied by a personnel or employee relations officer, conduct informal give and take sessions with small groups of employees. (LY)

Describes the author's experiences as a participant in two sensitivity sessions. (LR)

A case history of an organizational development project at American Airlines. (EB)

By analyzing its own development (financial canvassing) efforts, a young church in the Midwest found guidelines for using group meetings to improve program planning. (LY)

Describes structured discovery approach to inquiry teaching which encourages the teacher to select instructional objectives, content, and questions to be answered. The focus is on individual and group activities. A brief outline using this approach to analyze Adolf Hitler is presented. (KC)

Interviews with 19 nursing students (from a cohort of 135) indicated that they liked reflective groups for support but there was little evidence of a theory-practice link or stimulation of reflection-on-action. Practice discussions tended to emphasize dramatic and emotionally charged situations. There was a need for understanding about the…

Argues that family literacy programs can use children's literature as a vehicle for adults to explore their experiences, to develop a tolerance for different points of view, and to find time to engage in personal reflection. (SR)

Discusses the process of debriefing following a simulation game and the role of the facilitator in debriefing. Guidelines, including specific activities and questions the facilitator might ask, are suggested for the three phases of debriefing--description, analogy/analysis, and application. (MES)