Reputation disparity in teaching and research productivity and rewards in the context of consequences of institutionalization of Publish or Perish culture in academia

The reputation disparity between teaching and research has stirred up an unending debate. The age-long notion that teaching and research overlap has become a controversial issue in academia. Consequences of the institutionalization of Publish OR Perish (POP) abound in the literature. This paper investigates the reputations disparity between teaching and research productivity and the rewards for these academic activities. It explores which, out of teaching activities and research publications receive higher or less attention and rewards. Relevant existing literature was reviewed to establish the institutionalization of POP and its consequences of the reputations disparity between teaching and research and its adverse effects on these activities. Evidence from the literature reviewed reveals the existence of POP reputation disparity as part of its consequences. A key finding is that teaching activities are insignificant and unrewarded as research publications. Neither the effectiveness nor the number of teaching loads counts like the numbers of publications.     

Comparing Counseling and Clinical Psychology Practitioners: Similarities and Differences on Theoretical Orientations Revisited

The study compared the theoretical orientation preferences of practitioners of clinical and counseling psychology. A total of 221 participants (110 clinical and 111 counseling) completed a web-based survey. Theoretical orientation preference was assessed using a modified version of the Theoretical Orientation Profile Scale-Revised (TOPS-R; Worthington & Dillon in Measurement and Evaluation in Counseling and Development, 36, 95–105, 2003). MANCOVA results showed that profession, gender, and years of clinical experience were related to choice of theoretical orientation. Counseling psychology practitioners indicated use of the feminist and multicultural orientations significantly more than clinical psychology practitioners. In contrast, clinical practitioners indicated use of the cognitive-behavioural orientation significantly more than counseling practitioners. The implications of these differences are discussed with respect to the training and practice of both clinical and counseling psychology practitioners.     

Vocational guidance in Nigeria

Chairman of the National Committee on Education of the Gifted/Talented Children. Current research on illiteracy and aspects of education of the gifted. Author of publications on counselling and educational psychology.     

Lexical-semantic reading in a shallow orthography: evidence from a girl with Williams Syndrome

The reading skills of a girl with Williams Syndrome are assessed by a timed word-naming task. To test the efficiency of lexical and nonlexical reading, we considered four marker effects: Lexicality (better reading of words than nonwords), frequency (better reading of high than low frequency words), length (better reading of short than long words), and contextuality (better reading of words with one-to-one grapheme-to-phoneme mapping than words with context-sensitive graphemes). Results suggested that this girl has failed to develop efficient orthography-to-phonology mappings and is dependent upon a lexical-semantic reading procedure in which a word’s pronunciation is activated after its meaning is obtained.