THE INFLUENCE OF PERCEPTIONS OF MEDIA INFLUENCE: THIRD PERSON EFFECTS AND THE PUBLIC EXPRESSION OF OPINIONS

This paper explores the role of perceptions of the opinionsof others as they relate to the formation of public opinion.Two interrelated theories involving such perceptions, the thirdperson effect and the spiral of silence, are tested in the contextof public opinion regarding divestment of financial interestsin South Africa. As hypothesized by the third person effect, perceptions of theinfluence of media reports on others were found to be consistentlygreater than perceptions of influence on self. Findings werestrongly supportive of this component of the ‘third personeffect’ hypothesis. Perceptions of the opinions of otherswere also explored in relation to respondents' willingness toexpress their opinions publicly. As suggested by the spiralof silence theory, respondents were found to be more willingto express their opinions publicly when they perceived a trendin support of their viewpoint, or when there was a greater perceivedlikelihood of achieving success for their issue position. The size of the effect produced from joining these two processesis moderated by the role of issue salience. People perceivingdivestment as a highly important issue are more likely to ascribegreater media influence to others than to themselves, but theirwillingness to express their opinions publicly is least likelyto be influenced by perceptions of the climate of opinion.     

Across the desk: Teaching through independent study

As academic budgets become more stringent, independent study may provide curricular flexibility in higher education. This paper addresses independent study as a creative and alternative mode of learning. The authors explore its unique advantages and strengths, its planning and structure, the student/instructor interaction, the use of learning resources, examples of disciplinary and interdisciplinary approaches, the products of such study, and methods of evaluation.She is the co-editor ofThe Ghetto Reader and co-author of CAEL Institutional Report #2,Interpersonal Learning in an Academic Setting: Theory and Practice.Diana Worby is a Mentor in English and the Humanities at Empire State College, Suffern, New York, and teaches Freshman Composition at Rockland Community College.     

How are the Perceptions of Learning Networks Shaped Among School Professionals and Headteachers at an Early Stage in their Introduction?

This paper draws on the findings of a research project funded by the Liverpool City of Learning consortium in the UK. The aim is to explore the process of introduction of ten authority wide learning networks, the impact these have on school professionals practice, the opportunities they offer for CPD and the extent to which they may impact on pupil learning. The research presented here draws on findings from a questionnaire distributed to school professionals and key issues emerging from their analysis point to the influence of national government agendas on school professionals’ interpretation of the purpose of the networks. They also point to the views of staff regarding the impact of the attainment agenda as well as the extent to which an increased emphasis on social inclusion and wider understandings of learning and achievement (which are less well represented by results-based performance monitoring) are having on their hopes for what Learning Networks might deliver. The expectations of staff of the opportunities offered by learning networks for long term professional development provide some interesting insights, and perhaps, some useful pointers as to how networks of this kind might develop in the future.     

How do general knowledge and reading strategies ability relate to reading comprehension of high school students at different educational levels?

The study examines the relationship between general knowledge, skills in applying reading strategies, and reading comprehension for ninth‐grade students at varying educational levels: academic, semi‐academic, vocational and learning disabilities. Two hundred and five students received a battery of tests evaluating their general knowledge, skills in applying four reading strategies (summary, self‐questioning, clarification and prediction), and two reading comprehension tests. The findings revealed differential contributions of general knowledge and strategy application to reading comprehension. Compared with the academic students, semi‐academics have deficient strategic skills. Vocational students, in addition to deficient strategic skills, have poor general knowledge, which further impedes their reading comprehension. The deficiency of students with learning disabilities goes beyond these two components. These results led us to recommend different foci of comprehension intervention for each group.