Finding common ground: enhancing interaction between domestic and international students in higher education

A feature of Australian Higher Education over the last 10 years has been the increased numbers of international students. This feature has been perceived to have great potential for enhanced learning for all students – both international and domestic. Yet, student surveys and research clearly indicate that there is very little interaction occurring between domestic and international students. This article reports on a study that investigated the extent to which university teaching can promote interaction between students from diverse cultural and linguistic background. Using an innovative video-analysis methodology, the research found that academics engage in a variety of activities to encourage interaction between student groups. In order to assist academics in planning interaction, one of the main findings of the study was the development of ‘The Interaction for Learning Framework (ILF)’, that identifies key dimensions for curriculum design that can be used by academics to inform ways that they can enhance interaction between diverse student groups within teaching and learning contexts.     

How do Teachers Teach Memory Skill?

Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed.     

Meritorious work and faculty rewards: An empirical test of the relationship

Previous research that tested the relationships between faculty performance in research, teaching, and service and faculty rewards has been inconclusive for several reasons. This case study of a large department at a midwestern research university examines these relationships. In this department, teaching quality was found to be a significant determinant of salary, though teaching quantity was not. While research, as measured by publications and presentations, had a significant effect on one year's salary increment, it did not affect salaries over several years. Administrative service was found to be significantly related to salary, as was public service. Implications of the study for research and practical applications of the methodology are examined.     

The World Wide Web,Computers and Teaching Literature

Abstract

Students in my on‐campus literature classes have made good use of a series of computer programs that I have created for text analysis. I offered a course via the World Wide Web that provided 14 of my programs to students throughout the world. My course taught those students how to use the programs, and as they completed the assignments, students not only learned to use software for literary analysis, but they also often gained new kinds of insights into the study of texts.     

Indexing Early Visual Memory Durability in Infancy

The goal was to examine the scope and development of early visual memory durability. We investigated individual- and age-related differences across three unique tasks in 6- to 12-month-olds (M_age = 8.87, N = 49) by examining the effect of increased delay on memory performance. Results suggest longer-term memory processes are quantifiable by 8 months using a modified Change Detection paradigm and spatial-attention cueing processes are quantifiable by 10 months using a modified Delayed Response paradigm, utilizing 500–1,250 ms delays. Performance improved from 6 to 12 months and longer delays impaired performance. We found no evidence for success on the Delayed Match Retrieval task at any age. These outcomes help inform our understanding of infant visual memory durability and its emergence throughout early development.     

Reality Bites: Rhetoric and the Circulation of Truth Claims in U.S. Political Culture

INTERNATIONAL STUDIES OF NATIONAL SPEECH EDUCATION SYSTEMS: VOLUME 1. CURRENT REPORTS ON TWELVE COUNTRIES. Edited by Fred Casmir and L. S. Harms, Foreword by William S. Howell. Minneapolis: Burgess Publishing Company, 1970; pp. xxviii+226. $7.50.

REDETECHNIK. EINFUEHRUNG IN DIE RHETORIK. By Herbert Biehle. Berlin: Walter de Gruyter &; Co., 1968; pp. 212. Paper DM5.80.

MODERNE RHETORIK: REDE UND GES‐PRAECH IN DER WIRTSCHAFT UND IM OEFFENTLICHEN LEBEN. By Heinz Elertsen. Heidelberg: Sauer‐Verlag, 1969; pp. 152. DM13.50.

REDE IN DER OEFFENTLICHKEIT: EINE EINFUEHRUNG IN DIE RHETORIK. By Hellmut Geissner. Stuttgart: W. Kohlhammer Verlag, 1969; pp. 103. Paper DM7.50.

LEHRBUCH DER RHETORIK. By Heinz Lemmermann. München and Wien: Günter Olzog Verlag, 1968; pp. 232. DM16.80.

THE LANGUAGE OF HISTORY IN THE RENAISSANCE: RHETORIC AND HISTORICAL CONSCIOUSNESS IN FLORENTINE HUMANISM. By Nancy S. Struever. Princeton: Princeton University Press, 1970; pp. vii+212. $6.95.

THE COLONIAL IDIOM. Edited by David Potter and Gordon L. Thomas. (Landmarks in Rhetoric and Public Address.) Carbondale: Southern Illinois University Press, 1970; pp. xiii+639.

A HISTORY OF THE AMERICAN REVOLUTION. By John R. Alden. New York: Alfred A. Knopf, 1969; pp. xii+541+xvi. $10.00.

THE FOUNDING OF A NATION: A HISTORY OF THE AMERICAN REVOLUTION 1763–1776. By Merrill Jensen. New York: Oxford University Press, 1968; pp. xiii‐+ 735. $13.50.

THE BIRTH OF THE NATION: A PORTRAIT OF THE AMERICAN PEOPLE ON THE EVE OF INDEPENDENCE. By Arthur M. Schlesinger. Introduction by Arthur M. Schlesinger, Jr. New York: Alfred A. Knopf, 1968; pp. ix+258+xi. $7.95.

HARD TIMES: AN ORAL HISTORY OF THE GREAT DEPRESSION. By Studs Terkel. New York: Random House, 1970; pp. xiii+ 462. $8.95.

THE SHATTERED DREAM. By Gene Smith. New York: Wiliam Morrow, 1970; pp. iii+278. $6.95.

IMAGEMAKER: WILL ROGERS AND THE AMERICAN DREAM. By William R. Brown. Columbia: University of Missouri Press, 1970; pp. 304. $10.00.

AMERICA'S HEROES: THE CHANGING MODELS OF SUCCESS IN AMERICAN MAGAZINES. By Theodore P. Greene. New York: Oxford University Press, 1970; pp. ix+387. $8.50.

AN ARMED AMERICA: ITS FACE IN FICTION. By Wayne Charles Miller. New York: New York University Press, 1970; pp. xvi+294. $7.95.

THE SYSTEM OF FREEDOM OF EXPRESSION. By Thomas I. Emerson. New York: Random House, 1970; pp. ix+754. $20.00.

THE POLITICS OF FEAR: JOSEPH R. MCCARTHY AND THE SENATE. By Robert Griffith. Lexington: University Press of Kentucky, 1970; pp. xi+362. $8.50.

FORERUNNERS OF BLACK POWER: THE RHETORIC OF ABOLITION. Edited by Ernest G. Bormann. Englewood Cliffs, N. J.: Prentice‐Hall, 1971; pp. viii+248. $8.50; paper $4.50.

HARRY EMERSON FOSDICK'S ART OF PREACHING: AN ANTHOLOGY. Edited by Lionel Crocker. Springfield, Ill.: Charles C Thomas, 1971; pp. xii+283. $13.75.

BLACK PREACHING. By Henry H. Mitchell. New York: Lippincott, 1970; pp. 248. $4.95.

VOICES OF THE NEW FEMINISM. Edited by Mary Lou Thompson. Boston: Beacon Press, 1970; pp. 246. $5.95.

RALPH McGILL, EDITOR AND PUBLISHER: VOL. II‐RALPH McGILL SPEAKS. Compiled by Calvin McLeod Logue. Durham, N.C.: Moore Publishing Company, 1969; pp. 517. $9.95.     

Role Stress Among Practicing School Counselors

Practicing school counselors (N = 512) were surveyed, using the Role Questionnaire (J. R. Rizzo, R. J. House, & S. I. Lirtzman, 1970), to determine levels of role conflict, role incongruence, and role ambiguity. Additionally, 8 characteristics of the participants' positions as school counselors were examined to determine what factors might affect role stress. Data were examined for the total group and by school level. Elementary school counselors were found to have lower levels of role conflict and role incongruence than high school counselors. Believing that the job matched their initial perceptions, that they were adequately trained, and that peer supervision was available were predictors of reduced role stress among the group and for various school level subgroups.