Working In Groups
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Using the guiding principle of balance, Working in Groups provides students with practical strategies, built on theory and research, for communicating and working successfully in groups. Looking at both how groups work and how to work in groups, this accessible and user-friendly text gives students the tools to apply group communication theories, methods, and skills—helping them become more effective and ethical group members. Comprehensive, up-to-date coverage includes traditional topics, from development and climate to leadership and problem solving, as well as key contemporary areas such as “team talk,” communication apprehension, group goal setting, group motivation, critical thinking and argumentation, and listening.
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. A practical approach that helps students learn how to work together in groups successfully REVEL™ for Working in Groups provides students with practical strategies, built on theory and research, for communicating and working successfully in groups. Utilizing the concept of balance as a unifying metaphor, authors Isa Engleberg and Dianna Wynn help students acquire the tools to apply group communication theories, methods, and skills effectively — helping them become more valuable and ethical group members. REVEL for the Seventh Edition offers coverage of fresh topics as well as a new closing chapter on group presentations that better helps students master this key skill. REVEL is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging, REVEL replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, REVEL is an interactive learning environment that enables students to read, practice, and study in one continuous experience — for less than the cost of a traditional textbook. NOTE: REVEL is a fully digital delivery of Pearson content. This ISBN is for the standalone REVEL access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use REVEL.
Examines the field of small group dynamics, focusing on the behaviour and processes typical of management, planning, decision making and learning groups. For this second edition, the "key concepts" approach has been retained.
With its effective outcomes, relative speed and reduced costs, the group format is becoming increasingly popular for work with children in counselling and educational settings. Drawing from their extensive experience of running childrens groups and training group leaders, Kathryn and David Geldard describe the entire process of running groups from the initial planning to post-group evaluation.Topics covered include the benefits and disadvantages of running groups and the types of group available, as well as the planning, designing, implementation and evaluation of group programmes. Filled with lots of ideas, activities, games and work-sheets for use in group programmes, as well as examples of complete programmes for particular problems such as domestic violence and low self-esteem, this highly accessible and practical book will be an invaluable resource for anyone wishing to run groups for children.
For many students, working in groups or teams can be a negative and frustrating experience caused by inadequate forming, contracting, planning and organising. This book contains activities and information about working groups and follows the journey a group may take from formation to termination.
Drawing on the work of Vygotsky, the authors look at the social and emotional advantages children can gain from working together. They use case studies derived from the ORACLE II group work project at Leicester, and also take into account the advances made in collaborative group work in other countries. The result is a set of guidelines from which teachers can plan policies suitable for their own schools.
This book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children’s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects.
This updated edition of The Mutual-Aid Approach to Working with Groups includes four new chapters that address single-session groups, short-term groups, open-ended groups, and very large groups. This book provides a foundation for practice, examining theories, concepts, and practice principles specific to mutual aid. Readers are directed to ample study resources in key areas via recommended reading lists at the end of each chapter. Case examples are used to help bridge the gap between theory and practice in an immediately useful manner, and handy tables and figures make important points easy to access and understand. To view an excerpt online, find the book in our QuickSearch catalog at www.HaworthPress.com.
Health and human services depend upon working groups for their development and allocation of resources, their standards of quality, and the evaluation of their success or failure. With that in mind, Ephross and Vassil combine innovative group theory and practice in this "how-to" guide for professionals. They draw on examples from social agencies, a hospital, a low-income community, and the boardroom, providing practical principles for day-to-day group life based on a democratic model.