MODERATING THE PREDICTION OF GRADES IN FRESHMAN ENGINEERING1

This study concerned the identification of an optimal moderator within a test battery for enhancing prediction of first semester engineering grades for 522 college freshmen. Moderated multiple regression disclosed high school rank (HSR) as the best moderator of SAT-M, the best predictor, in both a validation and hold-out group. SAT-M overall validity of .39 was increased to .53 and an overall R of .47 was raised to .61 when only those highest in HSR were considered.     

A Study of the Effects of Group Sensitivity Training with Student Counselor-Consultants

The use of group sensitivity training within a counselor education program was studied. It was hypothesized that participation would have a positive effect on participant self-concept, would increase the effectiveness of the participants in emitting the core dimensions of empathy, warmth, and genuineness during counseling, and would make the participants more effective in offering the core dimensions in counseling than would be members of a control group who did not receive such training. Members of a National Defense Education Act Institute for Counselor-Consultants were randomly assigned to the treatment and control groups. Measurements consisted of a self-report on self-concept and independent ratings of audiotapes based upon the core dimensions. Analysis of the data did not reveal significant findings, thus the hypotheses were not supported.     

The Diversity Video Forum: An Adjunct to Diversity Sensitivity Training in the Classroom

The purpose and format of a diversity video forum are described and its advantages as a means of promoting diversity sensitivity training are identified.     

Caring: Feminine Ethics or Maternalistic Misandry? A Hermeneutical Critique of Nel Noddings' Phenomenology of the Moral Subject and Education

After her curriculum proposal is presented, Noddings' feminine ethics is submitted to a critique through an interpretation of her three books. Her distortion of Gilligan and Chodorow is explained. Indebtedness to male sources is noted. The over-emphasis upon good and upon first-person experience is criticised and traced to feminist rage, which is interpreted as the result of the oppression of women. Noddings' suppressed 'Kantianism' is explicated to maintain the dialectic between so-called male and female voices. Main strengths of her curriculum proposal are interpreted more broadly than her perspective allows to indicate a promising return to normative, macro-theory of education.