PRIORITIES OF TEST PUBLISHERS

The profiles of seven major publishers of elementary-level tests were prepared from systematic ratings of the qualities of their tests. Meaningful rating differences among the publishers' priorities were found and three types of publishers could be identified and described.     

A SECOND LOOK AT ANALYSIS OF VARIANCE ON DICHOTOMOUS DATA

The work of Lunney (1970) concerning the appropriateness of analysis of variance (ANOVA) techniques on dichotomous data is discussed and extended. Relations between standard statistical techniques for analyzing dichotomous data and ANOVA procedures are indicated. The need for usefulness of analyzing transformed data as opposed to direct analysis of dichotomous data are discussed. Required statistical procedures employing transformed data are outlined.     

Civil Engineering Education in Canada

Although the establishment of the Free Trade Pact between Canada and the US in 1989 was thought to be a solution to foreseeable economic difficulties in Canada, the reality is that North America is in an economic recession at the present time. Economists and politicians grasp at every positive economic indicator that shows the slightest trend upward, but unemployment stands at an average of 14% across the country. Despite a downturn in economic activity, Canadian engineering services captured about 8% of the international design market, with the US being the single largest market segment [l]. In view of the development of more global markets for engineering services, it is important that Canadian engineers be trained to be competitive in other world markets, i.e. in Europe and Pacific Rim countries. This paper outlines the professional and educational systems in Canada relative to the training of engineers but centres on the training of civil engineers at the University of New Brunswick and the evolution of the civil engineering programme over a period of 40 years from 1952 to 1992.     

An Atlas Has More Than One Map: A Reply to Our Commentators

Current trends in research on motivation in the classroom are based on theories that focus on the individual's intrapsychological traits or his or her cognitive and/or affective functioning. In contrast to this individualistic perspective, social constructivist theory provides a framework for conceptualizing motivation as socially negotiated by the participants in the classroom. In such a conceptualization, motivation is inseparable from the instructional process and the classroom environment. The culturally determined joint activity between student and social context results in an internal state of interest and cognitive and affective engagement, and motivated behaviors, both of which can be considered cultural norms. Implications of this perspective for understanding motivation, classroom instruction, and research are discussed.