Gender Adeptness Among Educational Administrators for Leading Innovative Initiatives in Public Education

It may be concluded that female administrators are perceived as being more adept than their male counterparts for leading innovation in schools and leveraging resources into productive outputs. It may be concluded that both genders of administrators perceive such efforts similarly. The only two skills where gender is significant are the two eornpetencies identified as being alert for new opportunities and synthesizing ideas into focused projects. For the other eight skills indicated in the survey, gender did not play a significant role in such perceptions.     

White Privilege,Oppression, and Racial Identity Development: Implications for Supervision

Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack‐Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision.     

EXPERIMENTAL RESEARCH IN TELEVISION PRODUCTION TECHNIQUES AND PRESENTATION STRATEGIES: CURRENT DIRECTIONS

This paper, first delivered at the 1979 Conference, reviews 25 years of experimental research into production and presentation variables. A number of suggestions are made for continuing research in specific areas and a bibliography of 45 references is appended.     

Developmental issues in cognitive mapping: the selection and utilization of environmental landmarks

2 studies were conducted to investigate developmental differences in the ability to select and use environmental landmarks for cognitively organizing distance information from a walk. In experiment 1, second-grade, fifth-grade, and college subjects viewed a simulated walk and selected scenes that were high in potential landmark value. In experiment 2, children from the same grade levels first viewed the walk and then ranked distances among either the test scenes most frequently selected by their peers or those selected most frequently by adults. Results indicated that (a) adults and children may not spontaneously select the same features as real-world landmarks; (b) children are less capable than adults in judging the value of potential landmarks as distance cues; and (c) the ability to use environmental landmarks as cues for distance information developmentally precedes the ability to assess this potential information value.     

The developmental relation between cognitive stage and the comprehension of speaker uncertainty.

3 hypotheses were tested concerning the developmental relation between children's concepts of physical uncertainty and their comprehension of a speaker's uncertainty. 2 cognitive tasks of physical uncertainty were used to assign 56 subjects (aged 5-4 to 17-11) to 1 of 3 cognitive stages. 2 tests for comprehension of speaker uncertainty were administered to all participants. The results indicated that cognitive stage was related to (a) comprehension that a speaker could be uncertain, (b) comprehension that uncertainty could be expressed in different degrees or magnitudes, and (c) the internal consistency of judgments made about the relative degree of uncertainty conveyed by an utterance. These findings are interpreted as evidence for the position that development of cognitive stages is structurally related to comprehension of speech act uncertainty.