A NEW LOGICAL SCORING KEY FOR THE MINNESOTA TEACHER ATTITUDE INVENTORY1

This study tested three scoring keys for the MTAI—the published empirical key (E); a logical key with three different weights, i.e., + 1, 0, -1; and a new logical key with five different scoring weights, one for each of the five responses in MTAI items, i.e., +2, +1, 0, -1, -2. The latter, termed the pentachotomous-logical (P-L), provided scores with slightly higher internal consistency and a frequency distribution which is not so significantly skewed as the others and which provides greater spread among extreme positive and negative scores. Use of the P-L scoring weights would facilitate the psychological interpretation of the MTAI. However, conclusion that the P-L scoring key is an improvement must be tempered by the fact that an expected increase in construct validity was not found.     

SURVEY TESTING ON AN OUT-OF-LEVEL BASIS

"Out-of-level" testing, assigning pupils to levels of a standardized test on the basis of previous (close to chance level) test scores rather than their present grade assignment, has been used in Philadelphia since 1968. An extensive number of pupils were tested in this way in 1970, in contrast to the two previous years, and overall performance indices seemed depressed as a result.
The test results of 1500 children tested out-of-level in 1970 were reviewed to see if their performance supported the rationale behind the practice. More reliable performance definitely resulted from the procedure for this sample, but there is considerable question about the publisher's assurance regarding comparability of in-level and out-of-level scores.     

Ethical Concerns for Counselor Educators

This article identifies four areas of ethical concern in counselor education. Counselor educators in the Southern Association for Counselor Education and Supervision (SACES) region were surveyed regarding their attitudes and practices concerning these four areas. Survey results with conclusions and recommendations are given. Vignette 1: J. Jones, a single counselor education professor, is told by K. Adams, a single female graduate student in one of his classes, that she finds him very attractive. She then invites him to her home for dinner. Vignette 2: J. Smith, a student and advisee of counselor educator M. Thompson, is taking a group dynamics course from her this semester. He believes that participation in the course has triggered his desire to work on some issues in his personal life. He approaches Dr. Thompson to be his counselor. Vignette 3: Counselor educator F. Rogers suggests an idea for a research study to graduate student P. Collins. Ms. Collins carries out the study and submits a paper describing it in order to meet a requirement in Dr. Rogers's class. Dr. Rogers later decides that with some revision this paper could be publishable. He spends many hours revising the paper so that it is suitable for publication. When he submits it, he lists himself as first author. Vignette 4: Counselor educator A. Johnson is serving on C. Young's dissertation committee. Ms. Young, who is a training director at a major business in the community, offers Dr. Johnson a lucrative consulting contract with her company.     

Institutional Affiliations and Graduate School Origins of Editors and Editorial Board Members of Counselor Education and Supervision

Institutional affiliations and graduate school origins of current and past editors and editorial board members of Counselor Education and Supervision (CES) were investigated.