Sighting horizons of teaching in higher education

This conceptual paper tackles the matter of teaching in higher education and proposes a concept of ‘horizons of teaching’. It firstly offers an overview of the considerable empirical literature around teaching—especially conceptions of teaching, approaches to teaching and teaching practices—and goes on to pose some philosophical and social theoretical considerations that open further the territory around teaching in university. Against this background, we propose the concept of ‘horizons of teaching’. Horizons of teaching provide a context in which it makes sense for teachers to give themselves to the teaching enterprise and to go on giving themselves to teaching. Horizons include diverse and intricate layers at both micro- and macro-levels that interact in a permanent and dynamic way; they involve persons and collectivities; and they concern structures and agency. The paper concludes by proposing that horizons of teaching configure and delineate curricula and the pedagogical relationship in a way that might contain a revolutionary potentiality in recasting teaching in higher education.     

Influence of Playback Techniques on Counselor Preformance

Study was made of training impact of different electronic playback techniques on ratings of student counselor performance. Thirty-two upperclass university females were randomly divided into four playback treatment groups: (a) audio-video, (b) audio, (c) video, and (d) no playback received. Four underclass university females served as trained clients. All student counselors interviewed two different trained clients in two 20-minute sessions separated by a playback treatment period. All sessions were recorded by television cameras. Trained judges rated the second interview using the Counselor Evaluation Inventory, Nonverbal Behavior Scale, and Audio-Visual Counseling Scale. Two-way analysis of variance was used to compare scores on criterion instruments. Results indicated no judged differences among the playback treatment groups, nor could discriminant rankings be made among the various playback methods. Several explanations are discussed as to limited influence of playback media on early interview performance.     

The development of the abused child through adolescence and approaches to intensive treatment in a psychiatric hospital

Rejection, deprivation, physical pain, and an unpredictable environment are the primary determinants in the maladjustment of the abused child from infancy through adolescence.It is our conclusion that the majority of adolescents with character and personality disorders, particularly as manifested in the BORDERLINE SYNDROME, will have been subjected repeatedly and consistently to a parenting style incorporating these four determinants.The authors are involved in providing long term In-patient treatment to 40 severely emotionally disturbed adolescents. The vast majority of these youngsters are referred for uncontrollable acting out. Approximately ninety percent of these adolescents under treatment were abused and neglected as children.One of the forty adolescents under treatment will be considered. We believe her case history is typical of the abused child in adolescence.     

Stability of Intelligence from Preschool to Adolescence: The Influence of Social and Family Risk Factors

Intelligence scores of children in a longitudinal study were assessed at 4 and 13 years and related to social and family risk factors. A multiple environmental risk score was calculated for each child by counting the number of high-risk conditions from 10 risk factors: mother's behavior, mother's developmental beliefs, mother's anxiety, mother's mental health, mother's educational attainment, family social support, family size, major stressful life events, occupation of head of household, and disadvantaged minority status. Multiple risk scores explained one-third to one-half of IQ variance at 4 and 13 years. The stability between 4- and 13-year environmental risk scores ( r = .77) was not less than the stability between 4- and 13-year IQ scores ( r = .72). Effects remained after SES and race, or maternal IQ, were partialled; multiple risk was important in longitudinal prediction, even after prior measurement of child IQ was accounted for; the pattern of risk was less important than the total amount of risk present in the child's context.     

Prior activities and progress in MBA programs

Many graduate business programs encourage, and even require, postbaccalaureate work experience as a criterion for program admission. In this research we use data from the National Longitudinal Study of the High School Class of 1972 to examine the extent to which MBA students actually experience a hiatus in their educational careers, and whether their work/education profiles differ from those of other graduate students in the United States. We also address whether this emphasis on educational discontinuity in the formal sense has any effect on how the student progresses through the MBA program. Our results suggest that interrupting school between the BA and MBA leads to a higher likelihood of part-time enrollment, and a consequent lower probability of completing the degree program in a timely fashion.     

Dissimilarity of mechanisms for evocation of escape and avoidance responding in dogs

Two groups of dogs were compared on the ability of an aversive Pavlovian CS to evoke a negatively reinforced instrumental response. For one group, the instrumental training was avoidance; for the other, escape. When presented alone, the CS evoked the instrumental response only from the avoidance group. Failure of the CS to evoke the response from the escape group poses difficulties for theories which characterize the initiation of avoidance responses as “escapes” from CS.     

Towards teaching science for social responsibility: An examination of flaws in science,technology and society

In this paper we continue our search for a socially responsible science education by an examination of the trends in the Science, Technology and Society movement. These trends reflect differing ideological perspectives and result in courses which serve different ends. We identify two major flaws in the movement that inhibits the realization of a schooling in science dedicated to democracy. We propose skills necessary for citizens to participate in debate over issues surrounding the impact of science and technology on society and a teaching stategy to help develop them. Specializations: social responsibility and the curriculum, ideology and comparative science education.