Showing papers on "Higher education published in 1974"

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Up to the mark: A study of the examination game

Abstract: Spend your few moment to read a book even only few pages. Reading book is not obligation and force for everybody. When you don't want to read, you can get punishment from the publisher. Read a book becomes a choice of your different characteristics. Many people with reading habit will always be enjoyable to read, or on the contrary. For some reasons, this up to the mark a study of the examination game srhe monograph 21 by tends to be the representative book in this website.

The schools of the minor professions

Abstract: The proliferation of new occupations in Western societies in the twentieth century corresponds to the multiplication of technological processes and to new social tasks which are thought important enough to merit remuneration. Technological innovation has called for " skilled " or "semi-skilled" manual occupations or "clerical occupations", and those who practise them learn to do so by performance under supervision or through short, highly specialised courses. The learning of the occupations which entail primarily dealing with other human beings rather than the manipulation of material objects or machines are thought to require a more general, more calculated, and more prolonged course of study. These are occupations which touch on "serious things "-health and illness, happiness and misery, enlightenment and ignorance and they cannot be taught in brief specialised courses, which teach very specific techniques. In the past, the activities which foreshadowed these occupations were learned through the experience of practice and the guidance of experienced persons. This is no longer acceptable. Those who perform these occupations as well as those who appoint them are not satisfied with "empirical" knowledge. Science and higher education have become indispensable to the dignity of these new occupations which deal with social tasks. In the discussions of the reform of the universities in the past quartercentury, the model of the American universities has repeatedly been held up before the world's more traditional universities. American universities had assimilated into themselves teachertraining, social work, community leadership, lay psychotherapy, journalism, library administration, and many other subjects which had not been regarded as properly belonging in the universities. The wider range of courses of training for "the new professions" which could be found in American universities has been regarded as one of several ways in which universities could adapt themselves to the needs of an affluent, " science-based " society concerned for the welfare of all its members.

The Research Basis for Performance-Based Teacher Education

Abstract: In recent years research and development in teaching have been strongly influenced by the idea of “ performance based teacher education,\" that is, the identification of operationallydefined teacher skills that are related to increased student achievement and the corresponding development of teacher training programs and materials (see Gage, 1972). Since hundreds of millions of dollars annually and substantial human resources are involved, the scientific basis for this movement is of considerable importance. In our opinion, an analysis of the research on the relation between specific teacher skills and student achievement fails to reveal an empirical basis for performance-based teacher education. The contribution by Rosenshine and Furst, \"Research on Teacher Performance Criteria\" in the book Research in Teacher Education: A Symposium, 1971 (edited by B. O. Smith), reviews a carefully selected set of studies. Rosenshine's several writings on this and related topics establish him as knowledgeable of this body of literature. Rosenshine and Furst cite some 50 studies and propose 11 teacher-behavior variables they regard as \"the most promising of the variables studied.\" The variables proposed are: (1) clarity, (2) variability, (3) enthusiasm, (4) task-oriented and/or businesslike behaviors, (5) student opportunity to learn criterion material, (6) use of student ideas and general indirectness, (7) criticism, (8) use of structuring comments, (9) types of questions, (10) probing, and (11) level of difficulty of instruction, in that order. The studies cited, and the teaching variables proposed, were carefully selected to represent the most conclusive and the \"best\" research to be found. Rosenshine and Furst (1971) say:

Educational technology in curriculum development

Abstract: (1976). Educational Technology in Curriculum Development. The Journal of Higher Education: Vol. 47, No. 2, pp. 237-239.

An instrument for measuring the source credibility of basic speech communication instructors

Abstract: On the assumption that a teacher's credibility with his students is related to student learning, a measure of teacher credibility was developed and tested. Data obtained from 1,80 students in basic speech communication courses from two universities indicated five dimensions of teacher credibility: “Character,” “Sociability,” “Composure,” “Extroversion,” and “Competence.” These dimensions were found useful for predicting some aspects of student learning. A 14‐item instrument for the measurement of teacher credibility is recommended.

Introduction: The Structure of the Academic Professions

Abstract: Because the academic profession (as it is called) holds such a central position in higher education, and because higher education in America today influences behavior and ideas throughout the entire structure of the technocratic culture (Habermas, 1970; Jencks & Riesman, 1968:15-25), the academic profession is an important subject for sociological analysis. This special issue was organized to present new research and to assess the maturity of the field. In order to properly introduce this interesting set of articles they should be set in the larger context of the field as a whole. But this cannot be done; for the sociology of academicians suffers from disorganization. We need to develop a framework which will clarify the nature of these new papers and previous research as well.' Two attributes characterize the disorganization found among the numerous studies of faculty. First, the research is uncoordinated. The absence of references to the work of others, not to mention a scientific spirit of directing one's work towards the cumulation of tested knowledge, bespeaks of egocentrism which has hurt this field as it has others. This fragmented quality forces one to read a number of studies asking different questions in order to gain an overview of even one area.2 The second weakness which keeps the sociology of the academic profession from maturing as a science is the lack of good

Social-Psychological Accessibility and Faculty-Student Interaction Beyond the Classroom.

Abstract: A survey of faculty members at six diverse colleges and universities indicates that the amount of interaction college faculty have with students outside of class is related to faculty accessibility for such interaction. Further, among the most important indicators of accessibility were the teaching practices used by faculty members inside their classrooms. It is asserted that these teaching practices communicate to students how accessible a teacher is for interaction outside the classroom, especially in discussion areas not usually prescribed by the faculty-student role relationship. Data suggesting some of the consequences of out-of-class interaction for faculty are also presented. At the core of most critiques of American higher education is the assertion that effective education requires close working relationships between faculty and undergraduate students. Indeed, whether implicitly or explicitly, many recent indictments of higher education have been made from a philosophical vantage point which posits the importance of close faculty-student interaction not only as a means by which the transmission of knowledge and student intellectual growth is best facilitated, but as an educational goal in and of itself. While it is entirely possible for a teacher to establish close working relationships with his undergraduates as a group, unless his classes are quite small, out-of-class interaction is probably necessary if close, interpersonal relationships between teacher and individual student are to develop. In any case, interaction beyond the classroom would appear to be a *Based on data from the Study of Faculty Characteristics and Faculty

The Keller Plan in Science Teaching: An individually paced, student-tutored, and mastery-oriented instructional method is evaluated.

Abstract: A review of evaluative research on the Keller plan establishes the following points: 1) The Keller plan is an attractive teaching method to most students. In every published report, students rate the Keller plan much more favorably than teaching by lecture. 2) Self-pacing and interaction with tutors seem to be the features of the Keller courses most favored by students. 3) Several investigators report higher-than-average withdrawal rates for their Keller sections. The conditions that influence withdrawal and procrastination in Keller courses have been studied, and it seems possible to control procrastination and withdrawal through course design. 4) Content learning (as measured by final examinations) is adequate in Keller courses. In the published studies, final examination performance in Keller sections always equals, and usually exceeds, performance in lecture sessions. 5) Students almost invariably report that they learn more in PSI than in lecture courses, and also nearly always report putting more time and effort into the Keller courses.

What America's Leaders Read

Abstract: I N A STUDY OF THE TOP LEADERS of American institutions, respondents were asked which newspapers, columnists, magazines, and professional journals they read. Exposure to mass media was one of the factors being examined for its possible effect on the opinion-forming and decision-making activities of the most influential Americans. The larger study also examined social background, career history, group and interpersonal context, present social position and role, and policy opinions, as these relate to the behaviors of the leadership groups. This article presents the data on what leaders read. The sample for the study was drawn in two stages. First, institutional sectors that have a broad impact on society were identified: industrial corporations, non-industrial corporations (banking, insurance, retailing, etc.), labor unions, the Congress, federal departments and independent agencies, political parties, voluntary associations, and the mass media. In addition, because of interest in the role of the very wealthy, owners of large fortunes were included. Those holding leading positions in each set of institutions were sampled: chief executive officers of major corporations; presidents of the largest unions; Senators, and chairmen and ranking members of House committees; federal political appointees at the level of secretary and assistant secretary; federal civil servants in administrative posts at grades GS 17 and i8; national committeemen and state chairmen of Republican and Democratic parties; presidents and executive directors of such voluntary associations as farm, business, professional, ethnic, religious, women's, and public affairs organizations; and publishers, editors, columnists, TV public affairs executives, and commentators., Approximately fifty persons in each sector were interviewed in 1971-72. During the interview, each respondent was asked to name other in-

Power and authority in British universities

Abstract: In facing the question ‘who runs the universities’, the authors have carried out over a period of years an extensive programme of interviews, both formal and informal, as well as a detailed study of documents. Their findings are written up in the language of politics – in terms of power, authority, influence, regulation and decision making. The result is thus of value both to those with a practical interest in universities and to those with a more theoretical interest in politics or organisational behaviour.

The Education of Black People: Ten Critiques, 1906-1960

Abstract: (1974). The Education of Black People: Ten Critiques, 1906-1960. The Journal of Higher Education: Vol. 45, No. 4, pp. 305-308.

Hypotheticality and the new challenges: The pathfinder role of nuclear energy

Abstract: To those who for many years have been active in the promotion of nuclear energy, the opposition of the public to the large-scale application of peaceful nuclear energy has come as a surprise. The experience of public hearings and face-to-face discussions with the opponents of nuclear energy has made them aware of modes of thought and criteria of judgement which they had not encountered previously. It is now necessary to reflect on these alternative modes of thought and judgement in order to arrive at new ones, and, by so doing, to improve the basis for rational action. Further, it appears that these alternative modes of thought and judgement and the responses which should be called forth by them do not arise on the occasion of large-scale uses of peaceful applications of nuclear energy alone. The new modes of thought which are being generated in consequence of the opposition are only adumbrations of a broader and more general development in thinking about science and technology. In this paper, I attempt to exemplify this development. I will begin with a brief account of the development of nuclear energy.

Resource Planning in University Management by Goal Programming

Abstract: Resource-planning methods for university and college management have received increasing attention by management scientists in recent years. One widely known approach yields cost-simulation models such as RRPM and CAMPUS. However, these models have two serious limitations in representing resource-management problems: (1) budget levels are outputs of the models, not inputs, and (2) faculty levels are a fixed function of enrollment. This paper proposes a goal-programming model that relieves these limitations and offers other features as well; in it the goals are faculty instruction loads, staff-to-faculty ratios, faculty distribution by rank, and teaching-assistant-to-faculty ratios. These specified goals are achieved as closely as possible, subject to constraints on the projected budget available in each year of the planning horizon and to faculty-flow constraints. The decision variables are the faculty, staff, and teaching-assistant levels in each of several academic units over the planning horizon. The m...

Ten Years of Personalized Instruction.

Abstract: Some years ago, perhaps in 1966, the Editor of the Newsletter for Division 2 of the American Psychological Association sent out a call for new ideas on the teaching of psychology. I responded with a brief account of a system of instruction that J. G. Sherman and I were using in an elementary course at Arizona State University. Then I watched successive issues of the Newsletter to see if my contribution would be printed. In the months that followed, I read about some interesting innovations in the field, including one in which the teacher sat in the back of the room and let his pupils run the class, but my own donation was never among them. Finally, in compliance with a well known law of behavior, I stopped looking But I was still of the opinion that the method we were using was a good one, and I continued to promote it when and where I could I talked about it to psychologists at nearby institutions and, on one occasion, I made a speech about it at the American Conference of Academic Deans', with very little impact as far as I could tell, though my enthusiasm was applauded. A second chance to reach Division 2 appeared in 1967 when its President (Neil Bartlett) asked me to tell my story to the membership, at the Washington meetings of the A. P A. My feelings of rejection dissipated and I responded happily with an address." I told about the origins of our method and its early use with university students in Brazil; I described the way it was employed at Arizona State, the kind of results it gave us, and what our students thought about it I suggested that the teacher of the future would no longer be a classroom entertainer, an information vendor, a critic, or debater, but would be an educational engineer-a manager of student learning. I outlined the salient features of the system-the unitizing of course content; self-pacing of the student through the units, with mastery demanded at each step, but with repeated tests where necessary, at the hands of wellinstructed and well-guided student proctors, without penalty in the case of failure and with maximal credit when the job was done. These elements of the system as I detailed them then are still the ones that I would stress, but we understand them better now than we did in '67 The method is commonly known today as PSI, a personalized system of instruction. (The acronym was chosen with psychologists in mind, but PSI is much more frequently heard than Psi.) In the decade since its earliest

Locus of Control, Study Habits and Attitudes, and College Academic Performance.

Abstract: This research examined the relationship between locus of control and two academic-related variables: study habits and attitudes, and college academic performance. Subjects were administered (a) the...