Perceived teacher directiveness,student variables,grades, and satisfaction: aptitude x treatment interactions?

Researchers have reported that student authoritarianism, dogmatism, intelligence, convergent-divergent abilities, conceptual level, anxiety, compulsivity, achievement motivation, achievement orientation, locus of control, independence-dependence, and extraversion-introversion interact with teacher directiveness in relation to grades and satisfaction. Evidence that the student variables are moderately intercorrelated suggested that some of the interactions may not be independent. The present study was initiated to simplify the multivariate nature of these interactive patterns by carrying out a modified stepwise regression analysis of the twelve interactions which could result in a lesser number of nonredundant interactions emerging, weighted according to how much unique variance they could account for in grades and satisfaction. Data were collected from 445 students in the classes of 26 Grade 11 and 12 English teachers at five schools in regard to English grades, satisfaction with the teacher and the course, the 12 student variables, and perceived teacher directiveness. Only achievement motivation produced significant interactions. Consequently, the planned regression models could not be constructed.     

Achieving the educational standards we need

This article is based on remarks presented by Donald M. Stewart at the Open Forum on National Standards held at the Second National Conference on School/College Collaboration, cosponsored by the American Association for Higher Education and the College Board in Atlanta, Georgia, on July 26, 1991.     

Letting girls speak out about science

The purpose of this study was to try to determine what influences girls to choose science. Forty girls were interviewed in Grades 2, 5, 8, 11 using a semistructured protocol. The interview focused on feelings about science, science careers, peer and parental support, and how science is taught. To determine whether their responses were based on gender, each girl was asked to respond to questions as if she were a boy. The girls were highly self-confident and positive about science. All of the girls took a strong equity position and asserted that women can and should do science. The girls liked learning science in an interactive social context rather than participating in activities that isolated them such as independent reading, writing, or note taking. Those who chose science careers were drawn to them because of strong affective experiences with a loved one and a desire to help. The interviews were analyzed through the framework of women's affective and psychological needs.     

Collaboration Between Counseling Services and an Academic Program: An Exploratory Study of Student Outcome

This study assessed the progress of students involved in a collaborative early warning intervention conducted by counseling services and a teacher preparation program. Results indicated that counseling services increased both students' academic and social integration and their confidence in their ability to teach and perform the duties of a teacher. Findings and implications are discussed.     

The “How” and “What” of learning physics

Recent research on student learning in higher education has increasingly focussed on experiential aspects of how students approach their studies and what they learn from their studies. In this paper we describe the results of a study using phenomenographic research techniques, which focusses on student learning in a first year university physics course. The study, using interviews with sixteen volunteer students from the course, shows that only those students who actively sought to change their conceptions of the subject matter did so, while those who sought only to reproduce that subject matter did not.     

Interactive Multimedia in Introductory Accounting: A preliminary analysis

This paper describes the development of an interactive multimedia package designed for incorporation into the teaching program for degree‐level first year accounting. The initial module forms part of a pilot study at James Cook University where interactive multimedia will form an integral part of the teaching program in accounting. This module includes four sessions, equivalent to one quarter of the semester's requirement. These sessions were trialed by students, colleagues and practitioners to assess the package's effectiveness in communicating introductory accounting concepts and enhancing the learning process. Some results of these trials are presented.     

SKWL DAS: Emerging literacy in children

“There Mommy.” A little girl turns to her mother from the kitchen blackboard on which she has written SKWL DAS. “That's to help you remember the name of the song my class will be dancing to in the recital.” The mother observes the proud look upon her kindergartner's face and looks at SKWL DAS on the board. Quickly, the mother says, “Thank you for writing the name of the song. Now I will remember it. Can you read what you wrote, too?” “Of course,” retorts the girl. “It says SCHOOL DAYS.”     

Learning from wildlife-inspired awe

Abstract

This study sought to explore the implications for individuals who experienced awe while in the presence of wildlife. A conceptual framework was adapted that integrated the theory of emotional learning with experiential learning theory. In-depth interviews brought into focus the resultant learning stemming from experiences of wildlife-inspired awe. Learning manifested through pro-environmental and prosocial behaviors in which participants’ career choices were affected as well as their advocacy for pro-environmental behaviors within their community of friends and family. In the process of chronicling participants’ stories, we developed a better understanding of the ways in which people make sense of and ultimately learn from experiences of wildlife-inspired awe.