The Doctoral Portfolio: Centerpiece of a Comprehensive System of Evaluation

The authors describe the process used to revise a traditional doctoral student evaluation system from one that consisted of written comprehensive and final oral examinations to one that features portfolio development. Student competence, expected student outcomes in each competency area, procedures for portfolio development, and documents and procedures for faculty review of the portfolios are described. Recommendations for implementing such a system and implications for counselor education programs are discussed.     

Integration of external studies and campus‐based education in Australian higher education: The myth and the promise

A series of historical phases in the development of external studies provision in Australia is outlined. Through an analysis of the ways in which current policy has been influenced by previous conceptions of external studies, it is shown that policy formulation fails to take account of the most recent phase of development in the direction of open learning. It is argued that this error, if uncorrected, will lead to the implementation of policy which, though it may maintain the myth of integration of external studies and campus‐based education, must deny its promise. A promise which, ironically, has greater likelihood of fulfillment in Australia, given the absence of a single national provider of external studies.     

Lessons to be learned? Parallels between Australia and Hong Kong in the development of distance education

Developments in the provision of distance education in Australia and Hong Kong are analysed in terms of eight phases, characterised by Government policies and institutional practices. Hong Kong appears to be progressing through the same developmental phases as Australia, but at later points in time. Both countries decided against forming a single national open university in favour of dispersed provision but neither followed recommendations to form a body to co‐ordinate course provision nationally. Both have experienced a period of uncontrolled and unco-ordinated expansion of distance education courses and Hong Kong is still in this phase, whereas Australia is now in the midst of belated attempts by its federal government to rationalise distance education at the national level along with higher education as a whole. We argue that much of the confusion surrounding these events could have been prevented by early planning and setting of clear policy guidelines, together with a recognition that implementation of higher education policy is by no means a straightforward matter. Hopefully there are lessons to be learned from this analysis: in the case of Hong Kong, that its current trend towards unco‐ordinated expansion may well lead to enforced contraction and rationalisation should economic growth trends be reversed, and, in the case of Australia, a clearer understanding of issues related to policy and implementation.     

The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical,Methodological, and Instructional Implications

In current research on achievement goal theory, most researchers differentiate between performance-approach and performance-avoidance goal orientations. Evidence from prior research and from several previously published data sets is used to highlight that the correlation is often rather large, with a number of studies reporting correlations above .50. The large magnitude of this correlation raises questions and warrants further investigation. The size of the correlation also varies substantially across studies; thus, several potential moderators were considered. Minimal evidence for moderation was found, with little variability in relations as a function of fear of failure, culture, and specificity of the goal assessment. There was some evidence of variability in the correlation based on age, perceived competence, and assessment instrument. The article concludes by highlighting theoretical, methodological, and instructional questions that arise as a result of the large correlation and making recommendations and guidance for research, instructional practice, and theory advancement.     

AN ATTITUDE STUDY OF STUDENTS IN A COMMUNITY COLLEGE,A STATE UNIVERSITY,AND A TECHNICAL INSTITUTE

The purpose of this study in college student culture was to determine whether students entering different types of postsecondary institutions have value systems and/or personality characteristics which differ according to the type of institution they select An assessment of the attitudes and traits students bring with them to college was made at a comprehensive state university, a technical institute, and a community college.

The 16 Personality Factors Test of the Institute for Personality and Ability Testing (16 PF of the IPAT) was administered to 269 students in selected freshman level mathematics classes at the three schools. Individual factor scores were used to compute group means for each type of school on the 16 personality factors. The t test applied to differences in group means revealed significant differences (p < 0.05) among groups on several factors. The results support the hypothesis that student personality factors are related to the type of college selected.

If further research as recommended by the authors reinforces these findings, there are implications for many areas of the educational experience; e.g., college selection, programming activities, choosing instructional methods, counseling.     

The World Bank's policy paper on vocational and technical education and training

In addition to numerous articles in professional journals, some of his major works include The Neglected Source of Human Wealth: A Study of Formal Education and Training during the Adult Years(1982) and The Lingering Crisis of Youth Unemployment (1978).     

“You Just Gotta Watch What You Say in Those Situations”: A Normative Approach to Confidant Communication Surrounding Sexual Assault Disclosure

Although less than a third of sexual assaults are reported to authorities, survivors often disclose to family, friends, or romantic partners. However, survivor-confidant communication during and following disclosure may be challenging. Research has offered little insight into the theoretical bases for such difficulty or the ways confidants effectively address the challenges they perceive. Through qualitative interviews with 26 confidants, we develop normative theory of confidants’ experiences of and responses to sexual assault disclosure. Disclosure sets the stage for challenges in communicating support and respecting survivor privacy. Confidants respond via an array of behaviors, each with relative advantages and disadvantages.     

Re-envisaging and reinvigorating school–university practicum partnerships

The study that provides the context for this article developed from a major overhaul of the practicum in an undergraduate initial teacher education degree in which practicum roles and relationships were re-envisaged. The aim was to reinvigorate university–school practicum relationships through the collaborative development of a practicum where teacher professional knowledge and university scholarly knowledge could come together in the service of student teacher learning. The article reports a qualitative study involving 72 participants from one university and four primary schools. Analysed through the lens of “third space” the findings indicated that relationship and role transformations undertaken by the participants, along with collaborative practice during the practicum, were key to reinvigorating the practicum. In the discussion, we examine the main factors that contributed to the development of a “third space” between the university and participating practicum schools, and also note some cautions related to this development.