Education for citizenship: The role of progressive education and interdisciplinary studies

Critiques of education from both the left and right conclude that educational institutions hold the key for involving more citizens in the political process. While neither progressive nor interdisciplinary education is sufficient by itself to prepare students for what we identify as the chief requirements for citizenship in the 21st century-civic literacy, critical thinking, social conscience, tolerance and respect for diversity, global citizenship, and political action-a combination of the two can meet all six requirements. We propose an action agenda for high education that includes promoting student involvement in off-campus political projects and on-campus governance, modifying mission statements and promotion/tenure criteria, and offering interdisciplinary general education courses at the beginning and end of college that are progressively taught, and registering students to vote.Newell was the founding president of the Association for Integrative Studies, author ofInterdisciplinary Undergraduate Programs and several articles on interdisciplinary higher education, and a veteran of 19 years of interdisciplinary teaching.Dr. Davis has administered progressively taught institutions for college students, high school students, and the elderly. He is currently Executive Director of the United Way of Franklin County, Massachusetts, applying the same principles to community service agencies.     

Acquiring information from simple weather maps: Influences of domain-specific knowledge and general visual–spatial abilities

The influences of domain-specific meteorological knowledge and general visual–spatial abilities on the comprehension of simple weather maps were examined in a regression-based study involving a sample of participants with relatively low meteorological knowledge and in an experiment involving a contrast between samples of higher- and lower-knowledge participants. Results from the first study indicated that the roles of domain-specific knowledge and visual–spatial abilities for lower-knowledge individuals were strongly influenced by the presence of supporting geographic information (i.e., city locations) in the weather maps being interpreted. Results from the second study underscored the importance of domain-specific meteorological knowledge and map familiarity and, surprisingly, pointed to a single visual–spatial ability (speed of closure) that mediated both of these influences.     

Aspects of promotion procedures in Australian universities

This paper describes formal procedures for the promotion of academics in Australian universities within the general context of economic constraints and increasing pressures on promotion to higher categories. Government statistics show that, over the last decade, tertiary education in Australia has become more expensive to maintain. In the universities the major reason for this has been the rising cost of the academic staff establishment, a trend which has come under increasing public scrutiny. Financial restrictions have resulted in a lack of recruitment and a consequent lack of staff mobility. With annual progression within the staff categories, there is now a concentration of academics at the top of the respective salary scales and the problem is compounded by a naturally rising age factor. Promotion opportunities and a system of tenure have led to a situation in which more than half of academic staff are in the senior categories. Recent studies show that academics themselves are becoming more concerned about promotion issues.A comparison is made of formal promotion procedures before the passing of recent federal legislation on equal opportunity in employment. Although there are differences in detail, procedures for promotion to senior lecturer and reader/associate professor reveal a very high level of consensus on what constitutes rewardable academic performance. Nevertheless, promotion opportunities for academic staff are of necessity becoming more restricted, a trend which has far-reaching implications for the Australian university system.     

Communication skills programs that last: Face to Face and relapse prevention

Communication skills are basic to effective management. However, communication training programs must not only show evidence that the skills have been learned, but also demonstrate that this learning can be converted into effective on the job behavior. A communication skills program, Face to Face, based on the microtraining model, is described. This model has substantial empirical evidence of successful skill acquisition. A novel approach to skill transfer and retention, the relapse prevention model is proposed as a methodology for maintaining communication skills in the work setting.     

Parent and student perceptions of classroom learning environment and its association with student outcomes

This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class? (WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents. Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students. Associations were found between some learning environment dimensions (especially task orientation) and student outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the classroom environment, but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving both parents and students.     

Behavioral variability as a function of response topography and reinforcement contingency

Long-Evans rats were reinforced for generating variable sequences of responses on two operanda. The current sequence of four left and right responses was required to differ from each of the previous five sequences. Variability under thisvary schedule was compared with that under ayoke control schedule where reinforcement was independent of the sequences. Three different response topographies were compared: two levers were pressed in one case, two keys pushed in another, and two wires pulled in a third. Both reinforcement contingency (vary vs. yoke) and response topography (leverpress, key push, and wire pull) significantly influenced sequence variability. As is the case for operant dimensions, behavioral variability is jointly controlled by reinforcement contingency and response topography.     

Stability and change in attachment security across adolescence

This study examined both continuity and familial, intrapsychic, and environmental predictors of change in adolescent attachment security across a 2-year period from middle to late adolescence. Assessments included the Adult Attachment Interview, observed mother-adolescent interactions, test-based data, and adolescent self-reports obtained from an ethnically and socioeconomically diverse sample of moderately at-risk adolescents interviewed at ages 16 and 18. Substantial stability in security was identified. Beyond this stability, however, relative declines in attachment security were predicted by adolescents' enmeshed, overpersonalizing behavior with their mothers; depressive symptoms; and poverty status. Results suggest that although security may trend upward for nonstressed adolescents, stressors that overwhelm the capacity for affect regulation and that are not easily assuaged by parents predict relative declines in security over time.     

The State of the Literature on Student Evaluations of Teaching and an Exploratory Analysis of Written Comments: Who Benefits Most?

The purpose of this exploratory analysis is to review the state of the literature on student evaluations (SEs) of teaching and examine to what extent an instructor's race/ethnicity influences student's qualitative comments. Also, does the intersection of race and gender influence student's qualitative comments on SEs? Utilizing an online survey distributed among various organizational listserv in the discipline of Political Science, this study highlights written comments received on SEs by faculty generally. Additionally, we hope to contribute findings that support how negative comments may affect faculty of color and women.     

Internship experience: Engaging in the big discourse

Conclusion The AECT internship provided each of us with experiences appropriate to our individual interests and expertise. Our all-access pass did help introduce us to the many larger discussions taking place across the organization. We were able to connect with other graduate students and to develop new ties with some of the pillars of the field. We can attest to the fact that AECT actively seeks new ideas, energy and leadership that can strengthen the organization. Our final thought for you is that AECT wants you to be involved. We discovered that the doors are wide open, and we know that you do not need an intern’s medallion to step through those doors. We hope these stories encourage you to step through the doors and find your place within AECT. An erratum to this article is available at .