Psychology of group behavior: the class as a group.

Trow, William Clark; Zander, Alvin; Morse, Wm. C.; Jenkins, David H.

doi:10.1037/h0055674

Cited by 28 publications

(6 citation statements)

References 7 publications

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“…For example, some of the earlier group-dynamics literature (Withal, 1949;Thelen, 1951;Thomas, 1960;Trow, Zander, Morse, & Jenkins, 1950;Pepitone and Reichling, 1960) focused on the characteristics of small groups and on factors that increase group cohesiveness. While this research seems inherently relevant to the processes involved in creative drama activities, Downloaded by [University of Sussex Library] at 17:11 05 February 2015 the laboratory settings, the nature of the research tasks employed, and the use of young populations limit the degree to which we can be confident that the findings hold for older adults in naturally occurring group settings.…”

Section: Related Research With Groupsmentioning

confidence: 99%

Some Roots and Relatives of Creative Drama as an Enrichment Activity for Older Adults

Davis

1987

Educational Gerontology

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Section: Related Research With Groupsmentioning

confidence: 99%

Some Roots and Relatives of Creative Drama as an Enrichment Activity for Older Adults

Davis

1987

Educational Gerontology

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“…Jenkins (31) stressed the interdependence of teacher and pupils in their classroom relationships and suggested the necessity for teachers to recognize social processes in order to be able to use them properly within the learning situation. Trow and others (54) provided a careful analysis of the roles of the teacher in instruction, in democratic strategy, and in therapy, showing that in teacher-pupil planning the teacher becomes a group member in the role of a resource person.…”

Section: Emphasis On Changing Roles For Teacher and Pupilsmentioning

confidence: 99%

Chapter VII: General Aspects of Instructional Method

Swenson¹,

Parton²

1953

Review of Educational Research

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THE current literature on method shows an increasing tendency to consider teaching method as what the teacher does to facilitate the learning of certain content by certain children under certain circumstances (41). Whereas the research literature of instructional method a decade or more in the past was often a comparison of rival methods, much less research of that type is now being done. For example, there were the studies of the laboratory method versus the demonstration method, as if the methodology of the teacher were definable and comparable apart from the teaching situation.As the term is currently used, "modern methods" tend to be attempts to apply in teaching certain principles or generalizations about child growth and development and about how children learn. Instead of discussing or doing research on "the socialized recitation" as a specific method, we now discuss and seek to use in teaching a principle of "socialization" operating within "the social process." The application of those principles and assumptions from the areas of child development and learning which at present are considered basic principles and assumptions is at the same time so broad (in terms of interpretation) and so specific (in terms of the particular learners and settings for learning) as to make carefully controlled research studies on method rather difficult.Charters (14) recently predicted a trend during the next half-century "from the exploration of educational ideas and concepts to the development of techniques for putting them into practice." If that prediction proves accurate, we may look for a development of instructional method far exceeding the present situation in this area.The immediately succeeding sections of this chapter are organized in terms of some broad trends toward which recent studies of instructional method seem to be oriented. References to research reports are supplemented by references to representative summaries of research findings and by selected discussions of principles upon which teaching method should be built. Emphasis on Changing Roles for Teacher and PupilsAs Tyler (55) pointed out in a discussion of the effect of research on understanding of the learning process, expanding concepts of learning have indicated a changed role for the teacher. A recent study of cooperative procedures at Horace Mann-Lincoln Institute of School Experimentation (36) pointed up the changing roles of both teachers and pupils as they used methods of learning which demanded new skills in human relations. 162at OAKLAND UNIV on June 9, 2015 http://rer.aera.net Downloaded from

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“…After doing background reading on group dynamics (10) and the psychodrama technic (40) developed by Moreno, the reader may wish to consider some of the implications of considering the class as a group (75,81).…”

Section: Curriculum and Co-curriculum-what Shall Students Learn?mentioning

confidence: 99%

Chapter II: Growth, Development, Learning, and Maturation as Factors in Curriculum and Teaching

Trow¹

1951

Review of Educational Research

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Psychology of group behavior: the class as a group.

Cited by 28 publications

References 7 publications

Some Roots and Relatives of Creative Drama as an Enrichment Activity for Older Adults

Some Roots and Relatives of Creative Drama as an Enrichment Activity for Older Adults

Chapter VII: General Aspects of Instructional Method

Chapter II: Growth, Development, Learning, and Maturation as Factors in Curriculum and Teaching

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