The role of number and spacing of CS-US pairings in conditioned suppression

In four studies, with rats as Ss. acquisition and. where appropriate, extinction trials were presented against a baseline of ongoing licking. At shock intensities of 0.1. 0.5. 1.0, or 2.0 mA, acquisition performance was a function of number of CS-US pairings: spacing of trials (one or two per day) did not affect acquisition performance. Resistance to extinction could be predicted from terminal acquisition performance and reached a maximum after three CS-US pairings.     

The three Rs of conflict management for department chairs and faculty

This article presents an introduction to understanding and addressing conflict in academic departments. Current philosophies toward conflict in organizations include a principled approach encouraging the positive benefits that conflict may bring to institutions. To utilize this approach it is important to understand the nature of conflict, identify effective response options, and develop skills in principled conflict resolution. This paper identifies the structures within organizations which inherently cause conflict. In addition, various strategies for dealing with conflict are outlined based on the Thomas/Killman response modes. Finally, Fisher and Ury's foundation for principled conflict resolution is applied to departments in higher education.Walter H. Gmelch received an MBA from the University of California, Berkeley and a Ph.D. in the Educational Executive Program from the University of California, Santa Barbara. He is currently professor and chair of the Educational Administration Department at Washington State University and directs the University Council for Educational Administration Center for the Study of Department Chair. His area of interest is in leadership development, managerial stress and academic department chairs. James B. Carroll received his Ph.D. in educational administration from Washington State University. He is currently the associate director of the Center for the Study of the Department Chair, Washington State University. His area of interest is in investigating role orientations and careers of department chairs.     

The Effects of Reality Therapy Classroom Meetings on Self‐Concept and Locus of Control among Learning Disabled Children

The purpose of this study was to determine the effects of Reality Therapy‐based classroom meetings on the self‐concept and perception of locus of control orientation of learning disabled children. Sixty (60) learning disabled (LD) children from four classrooms were randomly assigned to experimental and control conditions. Experimental group teachers were trained by a certified Reality Therapist in the concepts of Reality Therapy and how to conduct the classroom meetings. Meetings were held twice weekly for 11 consecutive weeks, each session lasting approximately 30‐45 minutes. Multivariate analysis of variance (MANOVA) yielded no significant differences on the pre‐test self‐concept and locus of control measures. MANOVA on post‐test measures revealed significant differences between the experimental and control groups. Post Hoc univariate F and discriminant analysis indicated several measures of self‐concept to be valid discriminators. The locus of control measure, on the other hand, did not prove to be a valid discriminator. The intervention studied appears to be beneficial in improving some areas of self‐concept among the LD population.     

A theoretical framework for studying educational media: A pilot study

Are different media equally effective for a given learning task when each presents the same event of instruction? Are given instructional materials equally effective for different types of learning outcomes? This pilot study used three types of stimulus materials—text, film, and live demonstration—to teach cardiopulmonary resuscitation to graduate students. Learning outcomes measured were verbal learning and a motor skill task.     

Engaging Pre-Service Teachers in Multinational, Multi-Campus Scientific and Mathematical Inquiry

Pre-service teachers from Texas and Indiana in the United States and from Queensland, Australia, observed the Moon for a semester and compared and contrasted their findings in asynchronous Internet discussion groups. The 188 pre-service teachers were required to conduct inquiry investigations for their methods coursework which included an initial Moon observation assignment, an Internet Moon discussion, and a final project. The Moon context was chosen for its motivating capability, its inherent interdisciplinary makeup, its inclusion in the National Science Education Standards, and its ability to be viewed worldwide. This study was of a mixed method research design and involved pre-service teachers’ journals, summative reflections, Internet discussions, final projects, and the Lunar Phases Concept Inventory (LPCI). Analysis of the qualitative data was conducted through the exploration of patterns and themes that illustrated pre-service teachers’ conceptual development, and the LPCI was administered as a pre/post assessment. We found that our project led to increased knowledge concerning the mathematics and science involved with understanding the Moon and its phases. We also found that it was beneficial to have Internet discussions with pre-service teachers from around the world, but it was not without its problems (e.g., coordinating schedules and lack of participation by some participants). We discovered that pre-service teachers’ exposure to the new uses of technology for teaching and learning did not necessarily translate to their planning to adopt similar techniques in their own classrooms.