Effects of Academic Discipline and Teaching Goals in Predicting Grading Beliefs Among Undergraduate Teaching Faculty

Prior research reveals that differential grading patterns exist among the academic disciplines. One explanation may lie in discipline-related differences in teaching goals and beliefs about the meaning grades should convey. This study examined the effects of academic discipline and teaching goals on grading beliefs. A national sample (n = 442) of undergraduate teaching faculty provided responded to a survey measuring the importance of various teaching goals and orientations toward norm-referenced or criterion-referenced grading (Frame of Reference), and beliefs about using grades to sort and select students on the basis of achievement (Gatekeeping). Both teaching goals and academic discipline were significantly related to gatekeeping beliefs, but not to beliefs about frames of reference for grading. Higher gatekeeping scores were associated with faculty in the paradigmatic fields and those who emphasized analytic skills and time management. Lower gatekeeping scores were associated with the preparadigmatic disciplines and teaching goals of synthesis and integration and developing respect for others. Faculty who identified their primary teaching role as subject matter oriented were more gatekeeping than those who identified themselves primarily as being student/personal development oriented.     

Wavelets: Applications to image compression-II

We explain here, the wavelet based thresholding procedure, one of the key factors behind the successful application of wavelets in image compression. We then elaborate on quantization and go on to outline the basic ideas underlying Huffman coding, the other important tool for data compression.     

Roundtable: what is temperament? Four approaches

4 current approaches to understanding temperament are discussed in the roundtable. In an introductory overview, Goldsmith outlines some of the major convergences and divergences in the understanding of this concept. Theorists representing 4 positions--Goldsmith, Buss and Plomin, Rothbart, and Thomas and Chess--outline their views by responding to each of 6 questions: How do you define temperament and explain the boundaries of the concept? What are the elements of temperatment? How does the construct of temperament permit you to approach issues or organize data in ways that are possible only if this construct is invoked? How does temperament develop? To what extent do you consider temperament to be a personological versus a relational or an interactional construct? and How does your approach deal with issues of temperamental "difficulty"? In 2 commentaries on the theorists' answers, Hinde highlights differences among their positions and indicates issues that current theories of temperament must take into consideration, and McCall draws on common aspects to propose a synthesizing definition that draws on all 4 approaches.     

An application of cluster analysis to the study of organisation in a College of Education

As part of a wider study of organisation in a large College of Education, fifty-seven established staff members were interviewed and completed an Osgood-type instrument. The data from this instrument was subjected to Principal Components Analysis, and cluster analysis was used on the distance matrix calculated from the resulting component specifications. It is concluded that the clusters of staff members thus empirically identified are meaningful and consistent with interview responses and observational data. If internal staff groupings can be satisfactorily identified in relation to major issues in the enterprise by the use of such techniques, a useful tool for organisational analysis has been achieved, which holds out the hope that the internal politics of enterprises may be brought within the bounds of empirical research.     

Innovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania

Conclusion The post-literacy Curriculum was developed, on the one hand, to empower the people through the development of appropriate knowledge, skills, and attitudes to improve their living conditions. On the other hand, it was developed to create conditions and facilities for lifelong education. One of the main factors which influenced the reforms was the unsuitability of the post-literacy content: one could argue that it was developed in a top-down manner.Clearly, curriculum design is not merely a technical issue, but rather a cooperative activity among the agents involved. Any innovation in the post-literacy curriculum, therefore, should take into account the views of the target population. This would not only make the curriculum feasible but would also reduce uncertainty about its mission.     

Learning moves home

Residence halls at large institutions are increasingly becoming sites for powerful undergraduate learning experiences. A study of living‐learning programs at four research universities—the prelude to a nationwide project—tells an important story.