JOINT FRENCH AND BRITISH COURSE IN BUSINESS ADMINISTRATION

Within the context of the internationalization of studies, we give information about a first degree course, Bachelor of Arts Honours in European Business Administration, a joint enterprise of Middlesex Polytechnic in London, and the Ecole Supérieure de Commerce et d'Administration des Entreprises (ESCAE) Management Centre at Rheims.     

JOINT FRENCH AND BRITISH COURSE IN BUSINESS ADMINISTRATION

Within the context of the internationalization of studies, we give information about a first degree course, Bachelor of Arts Honours in European Business Administration, a joint enterprise of Middlesex Polytechnic in London, and the Ecole Supérieure de Commerce et d'Administration des Entreprises (ESCAE) Management Centre at Rheims.     

TRI‐NATIONAL DEGREE COURSE IN EUROPEAN BUSINESS ADMINISTRATION

In the March‐April 1977, No.2 issue of Vol.II p. 8‐9 of “Higher Education in Europe” we presented information about a degree course, leading to a Bachelor of Arts Honours in European Business Administration. This course is a joint enterprise of Middlesex Polytechnic in London, and the Management Centre, Ecole Supérieure de Commerce et d'Administration des Entreprises (ESCAE) at Rheims.

We have learnt with great interest that this course has become tri‐national with the additional participation of the Fachhochschule Reutlingen (FRG). The following article, written for.”Higher Education in Europe” by Professors A.P. Leitgeb and H.J. Tümmers3 presents the main elements of this course and the difficulties which had to be overcome when it was initiated.     

同伴特征与初中学生成绩的多水平分析

本文利用由小升初电脑随机派位产生的同伴特征的随机变化来分析同伴能力等对初中生学业发展的影响。多水平分析结果表明,同伴能力对以数学标准化分数衡量的个人成绩有不显著的正向、非线性的影响。此外,研究发现学生成绩会因为同伴能力差异的扩大而显著地降低。     

GENDER DIFFERENCES IN STUDENT MOTIVATION AND SELF-REGULATION IN SCIENCE LEARNING: A MULTI-GROUP STRUCTURAL EQUATION MODELING ANALYSIS

The purpose of this study was to investigate the influence of students?? motivational beliefs (learning goal orientation, task value and self-efficacy) in science learning on students?? self-regulation in the science classroom. The study also examines the moderating effect of gender on the proposed relationships. Data were collected from 719 boys and 641 girls across grades 8, 9 and 10 in 5 public schools in Perth, Western Australia. Results from structural equation modeling analysis indicated that all 3 motivational constructs were strong predictors of students?? self-regulation in science learning. The multi-group analysis to examine gender differences revealed that the influence of task value on self-regulation was statistically significant for boys only. The findings present possible opportunities for educators to plan, and to put into practice, effective intervention strategies aimed at increasing students?? self-regulation in science learning. The core feature would be to target and develop students?? motivational beliefs of learning goal orientation and self-efficacy in science learning. Additionally, for boys, the intervention strategies would be to elevate boys?? perspectives of science task value.     

STUDENT ATTITUDES AND TEACHER TRAINING PERFORMANCE

A national survey of teachers’ needs with respect to children with learning difficulties being taught in Welsh is reported. Using a cluster sample of one in three primary schools and all appropriate secondary schools in Wales, 80 per cent of schools responded to the postal questionnaire. Both secondary and primary teachers gave first priority to the development of a reading scheme, with graded reading books the most desired hardware. Analysis of themes desired in language materials revealed a preference for the values of reality and stability rather than escapism and change. A Welsh comprehension test was given highest priority amongst choice of tests. The relationship between tests and materials and the role of a survey in policy making is discussed.     

R‐CBM IN SPANISH AND IN ENGLISH: DIFFERENTIAL RELATIONS DEPENDING ON STUDENT READING PERFORMANCE

This study investigated how performance on reading curriculum‐based measurement (R‐CBM) in Spanish is related to performance on R‐CBM in English. Parallel process growth models and quantile regression analyses were used to examine the relations between initial benchmark scores and growth and the consistency of the relations across student reading skill levels. Initial benchmark scores and growth were strongly related across languages in most grades, and initial scores were less strongly related for students with low and high reading achievement, as measured by curriculum‐based measurement in most grades. Rates of growth were evenly related across performance in fourth and fifth grades, but less strongly related for high‐achieving students in second and third grades. Practical implications and future directions are discussed.     

REPORTED VOICE DIFFICULTIES IN STUDENT TEACHERS: A QUESTIONNAIRE SURVEY

ABSTRACT:  As professional voice users, teachers are particularly at risk of abusing their voices and developing voice disorders during their career. In spite of this, attention paid to voice care in the initial training and further professional development of teachers is unevenly spread and insufficient. This article describes a questionnaire survey of 171 trainee teachers at the end of their Postgraduate Certificate in Education year that included the Voice Handicap Index (VHI) ( Jacobson et al., 1997 ). The survey aimed to identify the prevalence and types of voice problems experienced by students during their teaching practice and to relate these to previous history and to the area of the curriculum they were teaching. The analysis suggests that over a third of trainees suffer from voice difficulties on teaching practice and that one student in 12 was classified as having a moderate handicap as defined by the VHI. Trends of symptoms particular to individual curricular areas appear to be a fruitful area for further study.     

STUDENT MOBILITY IN THE EUROPE REGION: A STATISTICAL EVALUATION

Based on data taken from the Unesco Statistical Yearbook (1987), supplemented, for several countries, with data obtained from the Liaison Officers of CEPES or from other available sources, the article examines the statistics of student mobility in the Europe Region over the 1980‐1985 period. Special attention is given to the intra‐European flows of foreign students, and several trends in European student mobility are thus identified.     

STUDENT ASSESSMENT IN MEDICAL EDUCATION: A CANADIAN CASE STUDY

The assessment system of a Canadian medical education program is described. The M.D. Program at McMaster University features the central use of clinical cases as the basis for learning, and the fostering of independence in learning by students. The assessment system, designed to match the objectives and methods of learning, is guided by several principles. These include a balanced emphasis on a range of objectives, the use of on‐going informal feedback, defined and shared responsibilities in assessment, and the design and use of measures which most appropriately match the objectives. More than ten years of experience has pointed out several lessons: if self‐directed learning is held as important, there is a trade‐off between excessively specific objectives, on the one hand, and too little guidance on the other. This attempt to create a balance between these extremes produces a degree of unevenness in the assessment system. External influences such as the national licensing examinations have some effect on the learning climate. It is predicted that the basic elements of the assessment system will remain in place, but some specific changes will occur. These include a clearer statement of objectives on which assessment can be based, the improvement of measurement tools, and an increased emphasis on the training of those who participate in the assessment system.     

STUDENT RELIGION IN ACTION

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 28, Numbers 11‐12, November‐December, 1954.     

A META ANALYSIS OF THE VALIDITY OF PREDICTORS OF PERFORMANCE IN LAW SCHOOL

Although there is considerable evidence that the Law School Admission Test (LSAT) and the undergraduate grade-point average (UGPA) have a useful degree of predictive validity, there is also a large variation in the magnitude of the coefficients across schools. Understanding this variation has important implications for the use and interpretation of results of a validity study conducted at an individual school. A meta analysis of the validity results and data on applicants to 154 law schools was conducted in an effort to better understand this observed variation. The standard deviation (SD) on the LSAT and the correlation between the LSAT and UGPA for accepted students at each law school accounted for 58.5% of the between-school variance in the multiple correlations of these two predictors with first-year average grade in law school. Sampling error accounted for an additional 12% of the variance. Hence, only a small fraction of the between-school variability in validities remains to be explained by other statistical artifacts of situational specificity factors. Mean validities and 90% credibility values for four adjustment procedures are reported as are the mean observed validities for different combinations of predictors.     

ASSESSING STUDENT PERFORMANCE USING VIDEO IN COMBINATION WITH SELF,PEER, AND INSTRUCTOR EVALUATION CHECKLISTS

Abstract

In this article, the authors propose six standards for the work of Intergenerational Specialists in an emerging field of professional practice. These standards are intended to guide students in academic settings who are preparing to work as Intergenerational Specialists in direct service roles, administrative capacities, or the supervision and training of others in the field. In addition, they might also be considered useful guidelines for program developers who want to ensure mutually beneficial interactions between younger people and older adults in any kind of organized intergenerational context. The proposed Standards for Intergenerational Practice are currently being piloted by students in a graduate degree program, and eventually will be submitted to Generations United for endorsement and widespread acceptance by the field. These basic principles are consistent with NAEYC's Developmentally Appropriate Practices for early childhood programs, and they are also consistent with ethical practices in programs for older adults.     

大学生成就动机及其影响因素分析

提高创新能力是高等教育质量保障的关键所在,但是目前提高大学生创新能力的主要做法均强调外部环境的改善而忽视对个体内在心理机制的分析。本文以创造力投资理论为依据,对影响大学生创新能力的重要内在因素——成就动机进行了调查和分析,并认为成就动机已经成为制约我国大学生创新能力的短板。