Improving Adult Learning Programs

This paper analyses the process of secondary school admission in the District of Thanet in the contexts of consumerism and the functioning of the educational marketplace. It examines tensions between consumers and producers, and juxtaposes educational need with individual gain, arguing that the Local Education Authority's policies, the plethora of admission procedures and the superordinate political positioning of the market over need combine to reinforce educational exclusion. The paper concludes that consumerism strengthens the social advantages enjoyed by some individuals, but does not efficiently meet educational needs or effect equitable access to school places.     

Policies,principals and parents: multilevel challenges and supports in teaching sexuality education

A teacher's capacity to provide sexuality education may be hampered or enhanced by a number of factors. A social–ecological framework can be used to understand these influences, and the present study assesses interpersonal, organisational/institutional and community/policy level influences on teaching sexuality education. Seven focus groups were conducted in 2009 with 41 sexuality education teachers in Minnesota; discussion focused on challenges and the supports teachers experienced. At the interpersonal level, teachers reported both positive and negative interactions with parents, regarding parents as highly influential on school administrators and policy. Teachers reported many organisational level challenges, including their administrators, district policy, and structural factors such as time, financial resources, and diversity in the student body. At the community level, participants overwhelmingly felt that policy changes could be very beneficial to sexuality education in Minnesota, and believed that this support could come from all levels. Findings suggest numerous intervention points to reduce challenges and strengthen supports for teachers, and indicate that a multi-level approach is needed to increase teachers' ability to deliver sexuality education that meets their students' needs and is less onerous for the educator.     

Marital support giving as a function of attributional confidence

This study sought to investigate the relationship between attributional confidence and social and emotional support. Consistent with uncertainty reduction theory, it was hypothesized that as relationships develop, so too should relational partner ability to predict spousal behaviors, thoughts, and feelings as well as provide appropriate social and emotional support. Two hundred sixty‐nine married people completed several measures assessing perceived attributional confidence, emotional support and social support of their partner. Results indicated a positive relationship between attributional confidence and interpersonal depth, social and emotional support as well as a negative relationship between attributional confidence and interpersonal conflict. Results are discussed in terms of Uncertainty Reduction Theory.     

Relationship stages: An inductive analysis identifying cognitive,affective, and behavioral dimensions of Knapp's relational stages model

Knapp's (1978) ten stage model of relationships has been widely cited and endorsed, nonetheless a solid empirical foundation for this model is lacking. This study was conducted to provide the preliminary information necessary to identify, empirically, the stages of “coming together”; and “coming apart”;. Focus groups were conducted to identify behavioral, cognitive, and affective dimensions indicative of the ten stages proposed by the Knapp model. Findings indicate that people generally report different thoughts, feelings, and behaviors in each stage. The findings are discussed in terms of the further development of Knapp's model and creation of a corresponding measurement scale. Directions for future research involving the development of such a scale are also discussed.     

Argumentativeness and verbal aggressiveness as a function of locus of control

This study examined argumentativeness, verbal aggressiveness, and general control expectancies. Two hundred ten (N=210) participants completed the Argumentativeness Scale, the Verbal Aggressiveness Scale, and a modified version of the Three‐Factor Locus of Control Scale. Results indicate that individuals who reportan internal control orientation were found toreport lower levels of argument avoidance than externals. Externals reported higher levels of verbal aggressiveness than internals. Further, an external locus of control orientation was positively related to verbal aggressiveness. Internal locus of control orientation was negatively related to tendency to avoid arguments. The findings provide further evidence into the relationship between control expectancies and aggressive communication traits.     

Retest reliabilities of ten scales of public speaking performance

On two different occasions twelve judges rated each of 30 short filmed speeches on each of 10 scales of speaking performance. The retest reliability of each judge on each scale was calculated. Median retest reliability of the twelve judges was highly correlated with years of training and experience in the teaching of speech. There was a tendency for global characteristics to be rated more reliably than specific observable characteristics.     

Towards a model for research on the effects of school organizational health factors on primary school performance in Trinidad & Tobago

This article presents a model for research on the effects of school organizational heath factors on primary school academic achievement in Trinidad and Tobago. The model can be applicable for evaluating schools in other developing countries. As proposed, the model hypothesizes relationships between external factors (exogenous variables), school-level factors (endogenous variables), and school outcomes (student achievement and positive school climate). The endogenous variables are sub-scales of school organizational health. They include principal leadership, psycho-social environment, school–home–community relationships, teacher characteristics, curriculum quality, and school culture. These subscales are partially influenced by the Organizational Health Inventory OHI (Hoy and Feldman, 1987) and by school health indices set forth by the World Health Organization (1996). It is hoped that this school organizational health model can provide a conceptual tool for formulating a more comprehensive measure of healthy schools.