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Joining Together: Group Theory and Group Skills

TL;DR: In this paper, a text first published in 1975, discusses group dynamics, experiential learning, group goals and social interdependence, communication, leadership, decision making, controversy and creativity, conflicts of interest, power, diversity, team development, and leading growth and counseling for counseling.
Abstract: New edition of a text first published in 1975. Covers group dynamics, experiential learning, group goals and social interdependence, communication, leadership, decision making, controversy and creativity, conflicts of interest, power, diversity, team development, and leading growth and counseling gr
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TL;DR: This review provides a synthesis of key principles of community- based research, examines its place within the context of different scientific paradigms, discusses rationales for its use, and explores major challenges and facilitating factors and their implications for conducting effective community-based research aimed at improving the public's health.
Abstract: Community-based research in public health focuses on social, structural, and physical environmental inequities through active involvement of community members, organizational representatives, and researchers in all aspects of the research process. Partners contribute their expertise to enhance understanding of a given phenomenon and to integrate the knowledge gained with action to benefit the community involved. This review provides a synthesis of key principles of community-based research, examines its place within the context of different scientific paradigms, discusses rationales for its use, and explores major challenges and facilitating factors and their implications for conducting effective community-based research aimed at improving the public’s health.

4,806 citations

Journal Article
TL;DR: In this paper, the authors present an approach for teaching distance learning in Instructional Technology and Distance Learning (ITDL) courses, based on the International Journal of Instructional technology and distance learning (IITDL).
Abstract: International Journal of Instructional Technology and Distance Learning (ITDL), January 2005

4,035 citations

Journal ArticleDOI
TL;DR: More than 1,200 research studies have been conducted in the past 11 decades on cooperative, competitive, and individualistic efforts as mentioned in this paper, and the results from these studies have validated, modified, refined, and extended the theory.
Abstract: The widespread and increasing use of cooperative learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which cooperative learning is built. More than 1,200 research studies have been conducted in the past 11 decades on cooperative, competitive, and individualistic efforts. Findings from these studies have validated, modified, refined, and extended the theory. From the theory, procedures for the teacher’s role in using formal and informal cooperative learning and cooperative base groups have been operationalized. Those procedures are widely used by educators throughout the world. The applications have resulted in revisions of the theory and the generation of new research.

1,521 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigate the individual and social determinants of the member's intentions to participate in virtual communities and find that we-intentions to participate are functions of both individual determinants (positive anticipated emotions and desires), and community influences (social identity).

1,427 citations

Journal ArticleDOI
TL;DR: In this article, the authors focus on classroom-based pedagogies of engagement, particularly cooperative and problem-based learning, and present a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement.
Abstract: Educators, researchers, and policy makers have advocated student involvement for some time as an essential aspect of meaningful learning. In the past twenty years engineering educators have implemented several means of better engaging their undergraduate students, including active and cooperative learning, learning communities, service learning, cooperative education, inquiry and problem-based learning, and team projects. This paper focuses on classroom-based pedagogies of engagement, particularly cooperative and problem-based learning. It includes a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement. The paper also lays out the research ahead for advancing pedagogies aimed at more fully enhancing students’ involvement in their learning.

1,342 citations


Cites background from "Joining Together: Group Theory and ..."

  • ...One of Deutsch’s graduate students, D. Johnson (collaborating with R. Johnson), extended Deutsch’s work into classroom practices [46–48]....

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  • ...In the mid-1960s Johnson and Johnson began training K-12 teachers and a few post-secondary teachers how to use cooperative learning at the University of Minnesota....

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  • ...Further details of informal cooperative learning are available in numerous references, including Mazur [63], Landis, Ellis, Lisensky, Lorenz, Meeker, and Wamser [66], Novak, Patterson, Garvin, and Wolfgang [67], Michael and Modell [68], Felder and Brent [69], and Johnson, Johnson, and Smith [41]....

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  • ...In the mid-1990s the Foundation Coalition embraced the cooperative learning approach, produced several one-page summaries of concepts, and developed an extensive Web site on Active/Cooperative Learning: Best Practices in Engineering Education.2 More recently, Millis and Cottell [39] adapted Kagan’s cooperative learning structures for higher education faculty, and Johnson, Johnson, and Smith began adapting the conceptual cooperative learning model to higher education [40–42]....

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  • ...Teamwork skills are being emphasized by employers and the ABET engineering criteria, and resources are becoming available to help students develop teamwork skills (Smith [71] and Johnson and Johnson [72], for example)....

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