Nowhere to Go

2014 ◽  
Author(s):  
Elihu Katz
Keyword(s):  
Decision Making ◽  
Public Opinion ◽  
Political Parties ◽  
Small Group ◽  
Deliberative Democracy ◽  
Empirical Research ◽  
Group Discussions ◽  
Basic Assumptions ◽  
Small Group Discussions ◽  
Citizen Deliberation

This chapter raises three sorts of questions about the much-vaunted concept and practice of “deliberative democracy.” It asks, normatively, whether this form of governance is more desirable than, say “representative democracy.” Theoretically, it asks whether the small-group discussions that it implies are adequately theorized as part of a larger system of decision-making involving political parties, public opinion, parliaments, etc. Questioning the viability of some of the basic assumptions implicit in citizen deliberation, a partial review of relevant empirical research provides both positive and negative answers.

Deliberative Polling

2018 ◽  
pp. 314-328
Author(s):  
James Fishkin
Keyword(s):  
Public Opinion ◽  
Small Group ◽  
Random Sampling ◽  
Advisory Group ◽  
Group Discussions ◽  
The People ◽  
Small Group Discussions ◽  
Simple Question ◽  
Initial Survey

Deliberative Polling attempts to answer a simple question: what would the people think about an issue under good conditions for thinking about it? Most of the time most people are not paying a lot of attention, they are not well informed, and there are many efforts to manipulate public opinion. What would the people think if they were effectively motivated to pay attention and enabled to get information about competing arguments and if they could discuss those issues with their fellow citizens in moderated, civil discussions? These simple requirements lead to the design: advisory group vetting of briefing materials; random sampling with an initial survey permitting evaluation of attitudinal as well as demographic representativeness; moderated small group discussions; plenary sessions with competing experts; final confidential questionnaire permitting evaluation of opinion changes. The process has been applied in more than 27 countries.

Identities in conflict

2014 ◽  
Vol 2 (1) ◽  
pp. 36-73 ◽  
Author(s):  
Abby Mueller Dobs
Keyword(s):  
Small Group ◽  
Empirical Research ◽  
Classroom Discourse ◽  
Eighth Grade ◽  
Constructivist Approach ◽  
Analytic Framework ◽  
Group Discussions ◽  
Naturally Occurring ◽  
Situated Identity ◽  
Small Group Discussions

As im/politeness scholars increasingly explore the intersections of identity and im/politeness, they reveal a growing need for empirical research that examines these intersections in a variety of discourses. This paper investigates the linkages between participants’ co-constructions of identity and impoliteness in naturally occurring classroom discourse. The data come from a corpus of conflictive interactions observed in seven hours of whole-class discussions and twelve hours of small-group discussions in four eighth-grade classrooms. I apply an analytic framework that combines a genre-approach (Garcés-Conejos Blitvich 2010, 2013) to impoliteness with a socio-constructivist approach (Bucholtz and Hall 2005) to identity, and I categorize identity according to Zimmerman’s (1998) three broad identity types: discourse identity, (genre)situated identity, and transportable identity. In co-constitutive processes (Miller 2013), participants co-construct impoliteness and identity, strategically initiating and assessing potential impoliteness acts to assert and reject identity claims.

Hand Gestures and Perceived Influence in Small Group Interaction

2011 ◽  
Vol 14 (2) ◽  
pp. 755-764 ◽  
Author(s):  
Fridanna Maricchiolo ◽  
Stefano Livi ◽  
Marino Bonaiuto ◽  
Augusto Gnisci
Keyword(s):  
Decision Making ◽  
Small Group ◽  
Small Groups ◽  
Psychology Students ◽  
Substantial Effect ◽  
Relative Importance ◽  
Group Discussions ◽  
Small Group Discussions ◽  
Small Group Interaction ◽  
Large Groups

A laboratory study was carried out to establish the relative importance of verbal and gestural behavior, as well as their interaction, for perceived social influence in more or less competitive small groups. Forty women (psychology students) participated in leaderless small group discussions of different sizes (fourmember and eight-member): at the end, each member rated the perceived influence in decision-making of every other member. Verbal dominance coding is based on traditional quantitative conversational dominance (number of talk turns). Gestural coding (conversational, ideational, object-adaptor, self-adaptor gestures) is based on classical gesture classifications. Beside a substantial effect of verbal dominance, the main result is that frequency of object-adaptors and conversational (only in large groups) and ideational (in both small and large groups) gestures increases perceived influence scores particularly when the verbal dominance of the speaker is low.

Shaping classroom social experiences through collaborative small‐group discussions

2021 ◽  
Author(s):  
Tzu‐Jung Lin ◽  
Elizabeth Kraatz ◽  
Seung Yon Ha ◽  
Ming‐Yi Hsieh ◽  
Michael Glassman ◽  
...  
Keyword(s):  
Small Group ◽  
Social Experiences ◽  
Group Discussions ◽  
Small Group Discussions

scholarly journals Managing Herbicide Resistance: Listening to the Perspectives of Practitioners. Procedures for Conducting Listening Sessions and an Evaluation of the Process

2018 ◽  
Vol 32 (4) ◽  
pp. 489-497 ◽  
Author(s):  
Jill Schroeder ◽  
Michael Barrett ◽  
David R. Shaw ◽  
Amy B. Asmus ◽  
Harold Coble ◽  
...  
Keyword(s):  
Small Group ◽  
Herbicide Resistance ◽  
Planning Process ◽  
Resistance Management ◽  
Time Of Day ◽  
Full Group ◽  
Group Discussions ◽  
Small Group Discussions ◽  
The Subject ◽  
Selection Of

AbstractSeven half-day regional listening sessions were held between December 2016 and April 2017 with groups of diverse stakeholders on the issues and potential solutions for herbicide-resistance management. The objective of the listening sessions was to connect with stakeholders and hear their challenges and recommendations for addressing herbicide resistance. The coordinating team hired Strategic Conservation Solutions, LLC, to facilitate all the sessions. They and the coordinating team used in-person meetings, teleconferences, and email to communicate and coordinate the activities leading up to each regional listening session. The agenda was the same across all sessions and included small-group discussions followed by reporting to the full group for discussion. The planning process was the same across all the sessions, although the selection of venue, time of day, and stakeholder participants differed to accommodate the differences among regions. The listening-session format required a great deal of work and flexibility on the part of the coordinating team and regional coordinators. Overall, the participant evaluations from the sessions were positive, with participants expressing appreciation that they were asked for their thoughts on the subject of herbicide resistance. This paper details the methods and processes used to conduct these regional listening sessions and provides an assessment of the strengths and limitations of those processes.

scholarly journals “Developing Experimental Design and Analysis Skills in Undergraduates”: IUPS Teaching Satellite Meeting, Brazil, August 2017

2018 ◽  
Vol 42 (4) ◽  
pp. 615-618
Author(s):  
Dawn Davies ◽  
Frances M. MacMillan
Keyword(s):  
Experimental Design ◽  
Small Group ◽  
Good Practice ◽  
Group Discussions ◽  
International Union ◽  
Research Project ◽  
Small Group Discussions ◽  
Design Skills

This workshop was held at the Teaching Satellite Meeting of the International Union of Physiological Sciences (IUPS), August 5–8, 2017, in Buzios, Rio de Janiero, Brazil. The satellite meeting was attended by physiology educators from across the globe, of whom 34 attended this workshop. The aim of the workshop was to explore how experimental design is taught to students of physiology in different institutions, to consider the aspects that students find challenging, to share good practice, and to think about how experimental design teaching could be improved. Through small-group discussions that were then shared with the whole group, participants were challenged to develop the outline of a research project to investigate a broad topic and then to identify the challenges that students might face if they were given that task. Finally, the group thought about what, in practical terms, could be done to help develop experimental design skills in undergraduates. The outcomes of the discussions are summarized in this report.

scholarly journals Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Catherine M Gayman ◽  
Stephanie T Jimenez
Keyword(s):  
Academic Success ◽  
Small Group ◽  
Group Discussion ◽  
Active Engagement ◽  
Group Discussions ◽  
Effective Implementation ◽  
Student Comprehension ◽  
Small Group Discussions ◽  
Frequent Testing ◽  
Psychology Course

Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.

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