| Contents: |
| Acknowledgements |
| Preface |
| Theories about
Group Behaviour |
| What is a group? |
| Theory or research? |
| Psychodynamic
theory |
| Interaction
theory |
| Six-category
intervention analysis |
| Theme-centred
interaction |
| Research into
Group Behaviour |
| Some properties
of groups |
| Social and task
discussions |
| Group maintenance
and group task functions |
| The role of
leadership |
| Groups in motion |
| Field studies
in tertiary education |
| Teacher as researcher |
| Research into
Learning |
| Student performance |
| Learning styles |
| Intellectual
development |
| Development
phases in the conception of learning |
| Implications
of learning research |
| Communicating
in Groups |
| The process
of communication |
| The content
of communication |
| Improving communication |
| Giving and receiving
feedback |
| Transactional
analysis (TA) |
| Aims and Objectives
of Learning Groups |
| The nature of
aims |
| Intrinsic and
extrinsic aims |
| Aims vis-a-vis
objectives |
| The place of
aims and objectives in group teaching |
| Sources of educational
aims |
| What are learning
groups for? |
| Typical aims
for learning groups |
| Tasks and Techniques |
| Setting tasks |
| Sources of tasks |
| Types of task |
| Structuring
tasks |
| Game tasks |
| A variety of
techniques |
| Why have variety? |
| The Tutor's
Job |
| Strategic considerations |
| Tactical considerations |
| Learning Groups
in Context |
| The learning
milieu |
| Educational
matters |
| Groups as part
of the curriculum |
| Some case studies
in group teaching |
| Evaluating Groups |
| Evaluation as
learning |
| Some evaluation
methods for small group teaching |
| Managing the
evaluation |
| Checklists |
| Training Methods
and Activities |
| Training groups |
| Teaching groups |
| Task groups |
| Training activities |
| Learning through
groups |
| Bibliography |
| Index |
