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Descriptors:
Self Esteem; Well Being; Psychological Patterns; Life Satisfaction; Social Indicators; Models; Structural Equation Models; Individual Characteristics; Groups

Abstract:
A model indicating that the relationship between collective self-esteem and indicators of subjective well-being, happiness and life satisfaction, was mediated by personal self-esteem was tested by structural equation modeling. The model, including all participants, fitted well to the data. The results suggested that the relationship of collective self-esteem to happiness was fully mediated by personal self-esteem, whereas a partial mediation was the case for life satisfaction. When tested in four groups of attachment styles, however, the results indicated a full mediation for fearful, preoccupied and dismissing groups, but a partial mediation for the secure group. The results are discussed in the "pursuing self-esteem" framework. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Music Education; Music; Singing; Clergy; Religious Factors; Educational Experience; Musicians; Correlation; Music Activities; Groups; Qualitative Research; Interviews

Abstract:
Participation in community music ensembles is an important and popular form of music education--with members of ensembles that perform within religious services having the opportunity of experiencing a possible extra dimension of a spiritual experience. Thus the intent of this study was to survey adult choir and band members at Temple Emeth in Teaneck, New Jersey, USA in terms of connections between music performance, educational experiences and spirituality. Thoughts and reflections of the participants as well as those of the clergy and choir director were gained through qualitative, open-ended interviews. Overall, it was found that participating in a synagogue musical ensemble, in addition to music education, lent itself to spiritual connection as well as providing the congregation with enhancement and education of the worship service. The results of this study were presented at the Spirituality and Music Education Conference in Birmingham, England in June 2010. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Teaching Methods; Psychometrics; Social Work; Content Validity; Standards; Measures (Individuals); Professional Associations; Error of Measurement; Groups; Competence

Abstract:
Objective: This article describes the development of a measure of foundation competencies in group work derived from the Standards for Social Work Practice with Groups. Developed by the Association for the Advancement of Social Work with Groups, the Standards have not been widely used. An instrument based on the Standards can help advance evidence-based teaching and practice. Methods: Items were drawn from the Standards yielding a 70-item inventory measuring two domains for each item: how "important" the item is for successful group work and how "confident" the respondent is about demonstrating the skill in practice. Psychometric testing involved 426 mostly students. Results: The alpha for both the importance and the confidence subscales was 0.98, with low standard errors of measurement. Developed directly from the Standards, the inventory had "prima facie" content validity, further supported by expert ratings. Significant correlations between the subscales and validators supported a range of validity analyses. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Emotional Intelligence; Foreign Countries; Communication Skills; Teamwork; Communicative Competence (Languages); Student Attitudes; Business Education; Groups; Measures (Individuals); College Students

Abstract:
Students generally report poor experiences of group work in university settings. This study examines whether individual student perceptions of team social cohesion are determined by their level of emotional intelligence (EI) and whether this relationship is mediated by their communication skills. Business students (N = 273) completed the 16-item self-report Workplace Emotional Intelligence Profile--Short Version (WEIP-S; Jordan & Lawrence, 2009) before forming teams. Students worked in teams for 8 weeks to complete group work. Afterwards, peer ratings of student communication appropriateness and effectiveness were collected as was each student's self-report perceptions of the level of team social cohesion. The effect of management of others' emotions on team social cohesion was mediated by communication effectiveness. The authors discuss the implications of EI training and student team allocation as possible ways to improve student team cohesion. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mentors; Student Teachers; Expertise; Teacher Educators; Communities of Practice; Teacher Collaboration; Design; Group Activities; Group Dynamics; Groups; Focus Groups; Educational Environment; Educational Strategies; Preservice Teacher Education

Abstract:
It is becoming increasingly important for teachers to collaborate. Teacher community is found to be a fruitful notion when thinking about improving collaboration. Teachers can be prepared for working in such communities during teacher education. We examined how the practice of collaboration within different types of groups in teacher education can be optimised, aiming at an improvement in the shared domain, group identity and shared interactional repertoire of these groups. We included four types of groups: subject matter groups, research groups, mentor groups and reflection groups. Focus groups with teacher educators, student teachers and community experts were conducted to gather ideas for the improvement of the institutional design for community development. Combining these ideas with the research literature, we formulated a list of design principles for each of the types of groups. In conversations with teacher educators, the viability of these principles was reviewed, resulting in particular sets of design principles for each group. These sets consist of principles which are already used within the groups, as well as principles that are completely new to the groups. The design arrangement for the mentor group consists of the largest number of design principles, while the smallest number of principles are applicable to the research group. The procedure used in this study can serve as an example of how to create a design aimed at the development of student teacher groups as social and collaborative learning environments. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Collaborative Writing; Second Language Learning; Writing (Composition); Groups; Scaffolding (Teaching Technique); Teaching Methods; Metalinguistics; Discussion

Abstract:
Writing is generally thought of as an activity which is carried out individually, often with feedback then provided by a teacher or colleague. While the use of pair or small group work in the second language classroom in relation to oral work has been extensively studied, and its benefits well documented, there are only a few studies which have documented the advantages of collaboration in written work, and in dealing with written feedback. Mostly conducted within a sociocultural framework, these studies suggest that collaborative writing provides learners with opportunities to learn through a discussion of the language they are using. In this paper, we explore the findings from the studies which have examined the effect of learners working in pairs or small groups on writing tasks, and the extent to which working predominantly in pairs, and receiving feedback on their writing in pairs, can enhance the language learning opportunities for learners through their ability to scaffold each other's contributions and knowledge. Drawing also on our own work from a large-scale study which examined learner's writing and their responses to feedback, we argue that learners working on writing activities in pairs can enhance learning by providing opportunities for the discussion of language. We conclude with a discussion of possible research directions in relation to further exploring collaborative writing and collaborative processing of feedback which may prove valuable for second language learners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Young Children; Norms; Child Development; Games; Classification; Preschool Children; Student Attitudes; Cognitive Development; Cultural Differences; Groups; Group Behavior

Abstract:
To become cooperative members of their cultural groups, developing children must follow their group's social norms. But young children are not just blind norm followers, they are also active norm enforcers, for example, protesting and correcting when someone plays a conventional game the "wrong" way. In two studies, we asked whether young children enforce social norms on all people equally, or only on ingroup members who presumably know and respect the norm. We looked at both moral norms involving harm and conventional game norms involving rule violations. Three-year-old children actively protested violation of moral norms equally for ingroup and outgroup individuals, but they enforced conventional game norms for ingroup members only. Despite their ingroup favoritism, young children nevertheless hold ingroup members to standards whose violation they tolerate from outsiders. (Contains 3 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Peer Evaluation; Undergraduate Students; Management Development; Groups; Questionnaires; Student Attitudes; Ethics; Business Education

Abstract:
Although there has been increased research attention on the development of peer evaluation instruments, there has been less emphasis on understanding student preferences for specific peer evaluation approaches. The authors used data from a study conducted with undergraduate students in management courses to examine student preferences of group work evaluation approaches and their perceptions about fairness, workload, and due process for each approach. The findings suggest that students prefer a confidential questionnaire to conduct peer evaluations and perceive it to be the fairest approach, although also reducing concerns for evaluating shared workload. However, there was evidence that student perceptions of due process in approaches without an instructor's involvement were lower. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Social Isolation; Moral Values; Moral Development; Group Membership; Emotional Response; Adolescent Attitudes; Adolescent Development; Child Development; Behavior Standards; Justice; Groups; Rejection (Psychology); Interpersonal Relationship

Abstract:
This article examines children's moral judgments and emotional evaluations in the context of social exclusion. As they age, children and adolescents face increasingly complex situations in which group membership and allegiance are in opposition with morally relevant decisions, such as the exclusion of an individual from a group. While adolescents are often characterized as being conformists to group norms, research demonstrates that their judgments about fairness, justice, and rights can supersede negative or exclusive norms espoused by groups. Additionally, young people's emotional evaluations of members who do not conform to a group norm are in concert with these fairness judgments. Implications for social and moral development will be discussed in the context of empirical findings. (Contains 41 notes and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Design; Groups; Quasiexperimental Design; Gender Differences; Grade 9; Computer Uses in Education; Educational Technology; Multimedia Instruction; Foreign Countries; Science Instruction; Pretests Posttests; Effect Size; Cognitive Ability; Learning Processes; Textbooks; Teaching Methods; Cognitive Processes; Difficulty Level

Abstract:
Up to now, only a few studies in multimedia learning have focused on gender effects. While research has mostly focused on learning success, the effect of gender on instructional efficiency (IE) has not yet been considered. Consequently, we used a quasi-experimental design to examine possible gender differences in the learning success, mental effort, and IE of college preparatory school students (N = 218, German 9th graders; 93 young men, 125 young women). We established three groups: a treatment group (computer-based learning unit, CBLU); a control group (textbook-based version, TBLU); and an external control group (no instruction). The subject taught was genetically produced insulin. We applied a pretest-posttest-retention test design. We used the long-term cognitive achievement and the mental effort invested during the retention test phase to examine the IE. Young women and young men differed in IE with a small effect size, with the young women achieving significantly higher long-term learning success. Our results indicate that the applied instructional design of the CBLU seems particularly beneficial for young women's cognitive achievement. (Contains 7 tables, 2 figures, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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