Systematic Desensitization as an Instructional Module

This article reports on the development and evaluation of an instructional module for teaching systematic desensitization. As the module makes use of widely available published materials, it requires little classroom time or work for the instructor. Furthermore, the module gives the student an evaluated quasiclinical experience with desensitization. Physiological and self-report data reflecting changes in client fear levels were gathered in an attempt to determine whether the instructional module is effective.     

Contextualising Authentic Assessment

The term 'authentic assessment' has recently gained widespread use in education. This paper explores various ways in which authentic assessment is being interpreted and the relationship between these different interpretations and the original focus of authenticity in learning. The paper explores briefly the ways in which implicit and explicit beliefs about the nature of learning and knowledge formation direct the ways in which authentic assessment is interpreted and used. Educational issues that arise from some implementations of authentic assessment, identified as camouflage, simulation and abstraction, are discussed. The need for authentic assessment to be contextualised through a coherent teaching, learning and assessment domain is stressed.     

Interlending of audio–visual materials: a neglected national resource for medical and health libraries

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Success,Gender and Academic Voices. Consuming Passion or Selling the Soul?

ABSTRACT In 1995 a research team interviewed a cross-section of academics and senior managers in an Australian public university about their perception of the attributes of success. A number of different views emerged. Respondents who felt the system was reasonable saw the successful academic as someone who was productive, hard-working, strategic and able to adopt a university-wide perspective. Those who saw the system as flawed, identified success in negative terms, speaking of 'careerism' and selfishness. This group also spoke of institutional discrimination. These responses were differently articulated by senior managers, and by male and female, and senior and junior, academics. The article discusses these responses. It concludes with an analysis of the way gender constructs patterns of academic and managerial success within universities, and argues that in a profoundly gendered fashion production is privileged over reproduction and output over process.     

DEVIATIONS FROM PREDICTED GROWTH OF ABILITIES FOR MALE AND FEMALE COLLEGE STUDENTS1

126 university seniors were retested with the same battery of precollege aptitude measures administered four years earlier. To evaluate the effect of different educational experiences and orientations, college test performance, corrected for level of high school performance, was correlated with amount of work taken in specific course areas, grades awarded in these areas, and inventory items relating to background and educational philosophy. The results support the notion of greater differentiation in the residual intellectual growth of males. Deviations from predicted growth on the college test performance indices were relatively uncorrelated with each other and more correlated with specific experiences for males than for females.     

Teacher Identity and Curriculum Change: A comparative case-study analysis of small schools in England and Finland

The findings reported in this article form part of a wider comparative research project investigating the processes of curriculum change in primary schools in England and Finland. This comparison has a special interest because in many respects the current policies of the two countries are moving in opposite directions, with Finland dismantling its long-standing subject-based national curriculum and encouraging school-based curricula incorporating integrated topic work. Data are presented from qualitative research case studies of four schools-two in each country-in relation to three themes: teachers' values, curriculum and classroom organisation and curriculum planning. It is argued that teachers' self-identities are powerful mediators in terms of their interpretations of and responses to imposed changes and that the ethos of very small schools enables teachers to preserve their prior value systems more easily than their colleagues in other schools.