Teaching and learning in small groups: An Analysis of Trainer Interventions

Peter J. Kuriloff, Elisha Y. Babad, Marsha Samuels-Singer, Katherine Sutton-Smith

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This article presents a conceptual modelfor assessing trainer interventions. Among the interventions made by trainers in two self-study groups, those judged as having contributed most to what group members learned were analyzed, yielding an 18-cluster system for categorizing trainers’ teaching acts. These clusters were grouped into several conceptual dimensions: Authority, Responsibility, and Power; Anxiety and Resistance; Personal and Interpersonal Issues; and Trainer as Teacher. All trainer interventions made in these two groups were recoded according to the 18-cluster system, and subsequent analyses examined trainer-member agreement, contributions to learning by cluster and dimension, and the impact of the intervention's level of complexity. The results show that group members learn best when provided with a theoretical framework and concepts to make meaning of their experiences in the group and when they are taught how to use their inner lives to provide information about that experience.

Original languageEnglish
Pages (from-to)187-203
Number of pages17
JournalSmall Group Research
Volume15
Issue number2
DOIs
StatePublished - May 1984
Externally publishedYes

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