Abstract

This qualitative study examined students' descriptions of their experiences in classroom groups in an interdisciplinary arts and sciences program. Using a grounded theory approach, we found that students used descriptive names to navigate complex group demands. Their reductionist strategies interfered with learning, prevented flexibility, and pointed to small group fatigue.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 81-102
Launched on MUSE
2006-10-31
Open Access
No
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