Comparative teaching effectiveness of radio and television

This report presents the principal findings of a study conducted for the University of Wisconsin Television Laboratory, of which Raymond J. Stanley is director, and the Wisconsin School of the Air, with the assistance of a grant- in- aid from the Educational Television and Radio Center, Ann Arbor, Michigan.     

A comparison of Thai and American counselling students perceptions of counselling

The expectancies that people of different cultures bring to counselling affect the outcomes of counselling. It was the purpose of this study to examine the ways that counselling students in two different countries, Thailand and the United States, perceived Counselling. The evaluative and potency scales of the Semantic Differential were used to compare the attitudes of these students related to Counselling, Counsellors, and Group Counselling. No significant difference were found in the ratings of the two groups of students on the evaluative scale for Counselling, Counsellors, or Group Counselling, but the American students rated the potency scales for these three variables significantly higher than the Thai students. Implications of these findings are discussed.     

Family size,birth order,and intelligence in a large South American sample

The confluence theory, which hypothesizes a relationship between intellectual development birth order, and family size, was examined in a colombian study of more than 36,000 college applicants. The results of the study did not support the confluence theory. The confluence theory states that the intellectual development of a child is related to average mental age of the members of his family at the time of his birth. The mental age of the parents is always assigned a value of 30 and siblings are given scores equivalent to their chronological age at the birth of the subject. Therefore, the average mental age of family members for a 1st born child is 30, or 60 divided by 2. If a subject is born into a family consisting of 2 parents and a 6-year old sibling, the average mental age of family members tends, therefore, to decrease with each birth order. The hypothesis derived from the confluence theory states that there is a positive relationship between average mental age of a subject's family and the subject's performance on intelligence tests. In the Colombian study, data on family size, birth order and socioeconomic status was derived from college application forms. Intelligence test scores for each subject was obtained from college entrance exams. The mental age of each applicant's family at the time of the applicant's birth was calculated. Multiple correlation analysis and path analysis were used to assess the relationship. Results were 1) the test scores of subjects from families with 2,3,4, and 5 children were higher than test scores of the 1st born subjects; 2) the rank order of intelligence by family size was 3,4,5,2,6,1 instead of the hypothesized 1,2,3,4,5,6; and 3) only 1% of the variability in test scores was explained by the variables of birth order and family size. Further analysis indicated that socioeconomic status was a far more powerful explanatory variable than family size.     

Peace Education: Exploring Some Philosophical Foundations

Peace education has been recognized as an important aspect of social education for the past three decades. The critical literature as well as official documents, however, have given little attention to its philosophical foundations. This essay explores these foundations in the ethics of (1) virtue, (2) consequentialism, (3) aesthetics, (4) conservative politics and (5) care. Each of these alone composes a significant element of peace education, although ultimately its solid basis can only be established through an integrative approach encouraging a culture of peace. The more complete development and articulation of the philosophical rationale of peace education is yet to be accomplished and remains a task for the future.     

Common sense: A form of teacher knowledge

This essay discusses an analytic construct - common sense knowledge - that might be helpful in empirical studies of teacher knowledge. I suggest that we consider whether teacher talk is common sense knowledge, in the sense that Geertz defines the term, and that if it is, that we take it seriously on its own terms and in context, rather than trying to 'fix' it.     

The National Technological University

Abstract

Widely shared concerns in the US engineering profession have fostered the evolution of technologies and organizations that today are centred in the National Technological University (NTU). Most engineering graduates enter the workforce with a baccalaureate degree today, as they did in 1900, despite the enormous complexity of modern technology. Furthermore, accelerating technological change makes career‐long learning a necessity. This article looks at the work of the NTU.     

Teacher misbehaviour: an analysis of disciplinary orders by the General Teaching Council for England

This article presents findings from a documentary analysis of 300 disciplinary orders against teachers from the General Teaching Council (GTC) for England. While the extant literature concerning teacher misbehaviour focuses primarily on pedagogical practice, this article draws on the wider organisational misbehaviour paradigm and views teachers as professional employees rather than just classroom practitioners. As such, teachers are embedded within the complexity of organisational systems, procedures and interrelationships as well as being regulated by professional standards. The analysis found that teachers were disciplined for misbehaviours both internal to the employing school and also activities, primarily criminal, that were external to their employment. The article argues that the professional regulation of teaching, being accountable inside and outside of work and the emotional labour of teaching should define teacher misbehaviour as separate from generic organisational misbehaviour frameworks. Furthermore, it argues that, while the GTC viewed teacher misbehaviour as a product of the individual, organisational contexts are also important antecedents of activities that are considered deviant.