BenneKenneth D., and PaulSheats,. “Functional Roles of Group Members,” Journal of Social Issues, IV (Spring, 1948), 41–49. A discussion of leader and member roles, stressing the need for skills in both. Definition and explanation emphasize practice within the actual group of a wide range of roles,’ constantly evaluated in an accepting atmosphere.
2.
BionW. R. “Experience in Groups,” Human Relations, I (1948), 314–20, 487–96. A vivid description of an experience in arousing group tensions. The author suggests that the individual either defeats or exalts a technique, and claims that adaptive sensitivity must be gradually acquired as theory is tested in practice.
3.
LelandBradford, and RonaldLippitt,. “The Dynamics of the Discussion Group,” Journal of Social Issues, IV (Spring, 1948), 2–73. A description of the attempt made at the First National Training Laboratory in Group Development held in Bethel, Maine, to clarify concepts and develop methods of group discussion. Excerpts of verbatim reports of the actual meetings are given. Chase, Stuart, in collaboration with Marian Tyler Chase. Roads to Agreement: Successful Methods in the Science of Human Relations. New York: Harper & Bros., 1951. Enlightening, clear, simply written reports of different kinds of groups in action—a series of experiences in human relations.
4.
De HuszarGeorge B.Practical Applications of Democracy.New York: Harper & Bros., 1945. A readable book on democracy in action viewed as a variety of group experiences. Diagrams make the group process more vivid. Chapter iv applies the method to the community.
5.
EssertPaul L. “Discovering Resources for Adult Education,” Nation's Schools, XLVI (December, 1950), 31–33. Important principles of community relations illustrated, from the standpoint of the administrator.
6.
Interpersonal Perceptions of Teachers, Students, and Parents. Research Training Action Series, No. 1. Division of Adult Education Service, National Education Association.Washington: National Education Association, 1951. An investigation of attitudes and expectations of pupils, teachers, parents toward one another.
7.
JenkinsDavid “Feedback and Group Self-evaluation,” Journal of Social Issues, IV (Spring, 1948), 50–60. Very helpful examples of the work of observer of the group process and its productivity and a description of the techniques of “feedback” and group self-evaluation.
8.
LippittRonaldTraining in Community Relations. New York: Harper & Bros., 1949. A play-by-play, day-by-day account of an experimental workshop set up to educate workers in effective community leadership.
9.
McCluskyHoward Y. “Twelve Years of Community Councils in Michigan,” School of Education Bulletin (University of Michigan), XX (May, 1949), 113–16. A practical, descriptive summary of community councils—their activities and conditions contributing to their success.
