Selection and Elimination of Candidates in Counselor Education Programs

This study compared actual with ideal procedures in the selection and elimination of candidates in counselor education programs. A two-factor analysis for each category (selection and elimination) resulted in some significant differences (p< .001) between the actual and ideal procedures in both selection and elimination. The criteria for actual and ideal procedures in the selection and elimination of candidates were also treated by t tests, with highly significant differences (p<.075 to p<.0005) found on some of the criteria.     

Book REVIEWS

Books Reviewed in this Article: Teaching Large Classes in Higher Education. Third World Guide 91/92. PM649 Supporting Primary Mathematics, The Open University. Exploring Statistics with Minitab. Ability, Partial information, Guessing: Statistical Modelling applied to Multiple-choice Tests. Mathematical Statistics. The Crest of the Peacock.     

MULTIPLE CHOICE VERSUS TRUE-FALSE: A COMPARISON OF RELIABILITIES AND CONCURRENT VALIDITIES

The purpose of this study was to compare the reliabilities of true-false (TF) and multiple choice (MC) tests and to determine the concurrent validities of both. Two methods, judgmental and discrimination, were devised for objectively converting MC items to TF form. The TF items generated by the two methods from 70-item MC natural science and social studies tests were incorporated in eight final forms which were differentiated by subject matter, conversion method, and item form order. A sample of 1018 nonurban high school students each responded to one of the eight forms. Examinees tried three TF items for every pair of MC items attempted. The TF tests were significantly less reliable than the MC tests but did tend to measure the same thing as the corresponding MC tests.     

In Byzantium1

During Spring 1997 we experimented with a research method combining quantitative and qualitative approaches to documenting visitor experiences in The Glory of Byzantium, a special exhibition of the Metropolitan Museum of Art. In addition to using standard demographic and behavior surveys, a small team of researchers and volunteers gathered information, compared experiences, and summarized their observations of people in the exhibition. Each team member conducted about a dozen structured conversations with visitors as they left the exhibition. Subsequently the team met as an informal focus group to describe their experiences. We found that many museum users arrived with relevant experiences and high expectations for this somewhat specialized exhibition; we also found users whose approach to the exhibition was less well‐informed, but whose enthusiasm and trust for the museum experience moved them to attend with satisfaction. We believe that such team approaches to research might well be used as a regular part of museum work as we search for answers to the many elusive questions about museum use.     

Student-Teaching, Interpretation and the Monstrous Child

This paper is an interpretive exploration of the figure of the monstrous child as it appears in the experiences of student-teachers entering the community of teaching. It also considers how interpretive work is itself haunted by this figure and how, therefore, teaching itself might be considered an interpretive activity.