Evaluating a Tutorial Program Containing Volunteer Subjects

Student teachers enrolled at Kansas State University and Northeastern State College (Oklahoma) in the spring of 1967 were compared on (1) maintenance of philosophic orientation, (2) adherence to teaching attitudes, (3) reaction to student-teaching, and (4) performance on related criteria. The GNC Scale of Logical Consistency in Educational Ideas determined their philosophic orientation. The Minnesota Teacher Attitude Inventory determined their attitudes toward potential teaching situations. Comparisons were made before and after student teaching by institution, teaching level, and sex. GNC, MTAI, and ACT levels, methods and student-teaching grades, and grade point averages were tested for intercorrelation.

K. S. U. students were more logically consistent and empirically oriented in their ideas about education before and after teaching participation. Teaching attitudes were best maintained by the elementary students in both institutions. N. S. C. students showed greater intercorrelation among all the criteria. Low logical consistency by N. S. C. students may signify disagreement between theoretical and practical educational views. Maintenance of teaching attitudes by K. S. U. elementary students suggests variable effects of professional courses. Agreement among academic and educational criteria by N. S. C. students suggests a greater unaminity of educational ends and means.     

Curriculum Elemental de Metrica

RESUMEN

La elaboración de un curriculum de métrica para el conocimiento de diferentes tipos de medida (longitud, peso, temperatura, volumen) es de gran utilidad en la escuela. Se comentan las características de otros tres curricula de métrica ya existentes. En el curriculum que proponen los autores se exponen los objetivos en cuatro secciones: longitud, temperatura, capacidad y peso. Dentro de cada sección los objetivos se dividen en dos apartados: medición no numérica y medición numérica. Se describen las actividades a desarrollar en términos de material, consignas y respuesta esperada del alumno.     

Learning about research: exploring the learning and teaching/research relationship amongst educational practitioners studying in higher education

The paper examines aspects of the relationship between teaching and research in higher education in social science research methods, with particular reference to the subject area of Education. There are three main themes: reflections on how social science research methods should be (or are) taught; a review of current debates about the relationship between teaching and research, both in higher education and for school teachers; and finally, reporting how a group of educational practitioners (mainly school teachers) studying at Masters level experience learned about research methods. The paper is illustrated by qualitative data from a case study of student experiences of research methods teaching on a Masters degree in Education in a research-intensive UK university. It is suggested that studying the journey embarked upon by taught postgraduate students inexperienced in research is helpful in understanding how learning about research methods takes place, which in turn can assist future research methods teaching.     

THE NURTURING SCHOOL: THE IMPACT OF NURTURE GROUP PRINCIPLES AND PRACTICE ON THE WHOLE SCHOOL

The high expectations of teachers in Nurture Groups can bring about amazing change in their schools as well as in the children. When the theory which underpins Nurture Groups is applied to the whole school with a clear curriculum focus, a positive cycle of growth and development is set in motion, teaching and learning become more effective for all children and the morale of all concerned improves. The Nurturing School offers a real alternative to committed teachers who are concerned about the emotional development of the children and adults in our schools in the current educational climate.     

10. General Media

50 Years of Japanese Broadcasting (NHK Radio &; TV Culture Research Institute, 1-10, Atago-cho, Minato-ku, Tokyo, Japan&;mdash;5,000 yen or $17.00 which includes airmail postage)

Gertrude Joch Robinson's Tito's Maverick Media: The Politics of Mass Communication in Yugoslavia (Urbana: University of Illinois Press, 1977&;mdash;$12.95)

Mie Berg, et al., eds. Current Theories in Scandinavian Mass Communication Research (GMT, Postbox 97, 8500 Grenaa, Denmark &;mdash;90 dkr, or about $15.00 or L9)

Nordicom: Bibliography of Nordic Mass Communication Literature. Editions are available for both 1975 and 1976, and each is in two parts: the document list and the index. The document list (about 100 pp. in each case

The List of Works on Mass Communication by Scandinavian Scholars in English (1976, revised edition, 21 pp.)

R.T.B.'s Studies in Radio -Television no. 28, “Local and Community Radio” (Bureau d'Etudes R.T.B., 1040 Brussels, Cite RTB, Local 10M25, Boulevard A. Rayers, Belgium)

Eulalio Ferrer's Por el Ancho Mundo de la Propaganda Politica (The Wide World of Political Propaganda) (Ediciones Eufesa, Apartado Postal 1945, Mexico 1, D.F.&;mdash;$40.00)

Benno Signitzer, et al. Massenmedia in Osterreich (Mass Media In Austria) (Internationale Publikationen, Altmannsdorferstr. 154-156, A- 1232 Vienna, Austria&;mdash;about $21.00)

Benno Signitzer, et al. Materialien Zu Massenmedien in Osterreich' (Department of Mass Communication, University of Salzburg, Austria&;mdash;about $3.20     

Media Regulation

AMERICAN BROADCASTING AND THE FIRST AMENDMENT by Lucas A. Powe Jr. (Berkeley: University of California Press, 1987—$25)

BEYOND BROADCASTING: PATTERNS IN POLICY AND LAW by Don R. Le Due (New York: Longman, 1987—price not given)

CABLE TELEVISION AND THE FIRST AMENDMENT by Patrick Parsons (Lexington, MA: Lexington Books, 1987—$24.00)

THE QUESTION OF PORNOGRAPHY: RESEARCH FINDINGS AND POLICY IMPLICATIONS by Edward Donnerstein, et al. (New York: Free Press, 1987 $24.95)

PRIVACY IN A PUBLIC SOCIETY: HUMAN RIGHTS IN CONFLICT by Richard F. Hixson (New York: Oxford University Press, 1987—$19.95)     

Academic Motivation and Psychological Needs as Predictors of Suicidal Risk

This study examined academic motivation and basic psychological needs as predictors of suicidal risk (namely, depressive symptoms and suicidal behaviors) in a sample of 348 college students. Results from regression analyses indicated that academic motivation was a significant predictor of suicidal risk. The inclusion of basic psychological needs significantly augmented the prediction model. The authors discuss implications for considering academic motivation and basic psychological needs in college counseling on the basis of the results.     

Risk and protective factors associated with cyberbullying: Are relationships or rules more protective?

The aim of this paper is to investigate which adolescents are most and least at risk of experiencing online victimization. The results of logistic regression analyses using data on 2079 adolescents attending secondary school in Bermuda indicate that not all forms of media use place adolescents at risk of experiencing cyberbullying. Adolescents who spent more time using their cell phone were more likely to report having received an aggressive or threatening electronic communication and having had someone say nasty things about them online. There was no such relationship between time on the internet and either form of online victimization. The findings also suggest that strong parent relationships and positive experiences at school are generally more protective against cyberbullying than adults’ restrictions on adolescents’ media use. These findings contribute important insight into strategies that hold promise for decreasing cyberbullying among adolescents.     

Homework as serious family business: power and subjectivity in negotiations about school assignments in Swedish families

Most previous research on parental involvement in children's homework has focused on the pedagogical advantages or disadvantages of school assignments while neglecting the practice in its social context, family life. By studying parent–child homework negotiations in Swedish families, this paper examines how family members position themselves and each other in relation to Swedish discourses on homework and parental involvement. The study shows that parents want their children to do homework independently. It is hard for the parents to take up another subject position than that of a ‘responsible parent’ who helps the child with homework or controls that it is done. Thereby, the child is simultaneously positioned as ‘irresponsible’ whether that is the case or not.