Showing papers on "Higher education published in 1980"

Reasons for confidence.

Abstract: People are often overconfident in evaluating the correctness of their knowledge. The present studies investigated the possibility that assessment of confidence is biased by attempts to justify one's chosen answer. These attempts include selectively focusing on evidence supporting the chosen answer and disregarding evidence contradicting it. Experiment 1 presented subjects with two-alternative questions and required them to list reasons for and against each of the alternatives prior to choosing an answer and assessing the probability of its being correct. This procedure produced a marked improvement in the appropriateness of confidence judgments. Experiment 2 simplified the manipulation by asking subjects first to choose an answer and then to list (a) one reason supporting that choice, (b) one reason contradicting it, or (c) one reason supporting and one reason contradicting. Only the listing of contradicting reasons improved the appropriateness of confidence. Correlational analyses of the data of Experiment 1 strongly suggested that the confidence depends on the amount and strength of the evidence supporting the answer chosen.

Myths and Realities: Field-Based Experiences in Preservice Teacher Education

Abstract: This paper examines the arguments related to two currently popular yet contradictory myths concerning the value of field-based experiences in preservice teacher education. A myth is defined as a set of widely held beliefs that give meaning to events independent of the truth or falsity of the beliefs (see Edelman, 1977). Following the presentation of the two myths, the validity of each position is assessed though examination of the empirical literature on field-based experences. Finally, drawing on recent conceptual developments made in the study of occupational socialization, suggestions are made for practice in teacher education

Student Services: A Handbook for the Profession

Abstract: Part One: Historical Roots and Contemporary Context. 1. Historical Overview of American Higher Education (John R. Thelin). 2. The Development of Student Affairs (Elizabeth M. Nuss). 3. Diversification of Postsecondary Institutions (Johnetta Cross Brazell). 4. Student Diversity on Today's Campuses (Elaine El-Khawas). Part Two: Professional Foundations and Principles. 5. Guiding Values and Philosophy (Robert B. Young). 6. Ethical Standards and Principles (Harry J. Canon). 7. Legal Foundations of Student Affairs Practice (Margaret J. Barr). Part Three: Theoretical Bases of the Profession. 8. The Nature and Uses of Theory (Marylu K. McEwen). 9. Theories of Student Development (Nancy J. Evans). 10. New Perspectives on Identity Development (Marylu K. McEwen). 11. Student Cognition and Learning (Patricia M. King). 12. Dynamics of Campus Environments (C. Carney Strange). 13. Organizational Theory (George D. Kuh). Part Four: Essential Competencies and Techniques. 14. Leadership (Judy Lawrence Rogers). 15. Teaching and Training (Larry D. Roper). 16. Counseling and Advising (Roger B. Winston, Jr.). 17. Consultation and Mediation (Clyde A. Crego). 18. Multiculturalism (Donna M. Talbot). 19. Program Development and Group Advising (Michael J. Cuyjet). 20. Assessment, Evaluation, and Research (T. Dary Erwin). Part Five: Organizing and Managing Programs and Services. 21. Organization, Functions, and Standards of Practice (Arthur Sandeen). 22. Planning and Finance (John H. Schuh). 23. Technology and Information Systems (Larry G. Benedict). 24. Managing Human Resources (Jon C. Dalton). Part Six: Laying New Foundations for the Future. 25. Learning from Research on Student Outcomes (Leonard L. Baird). 26. Building on the Part, Shaping the Future (Susan R. Konives, Dudley B. Woodard, Jr.).

Current trends in college cheating

Abstract: The purpose of this study was to investigate the frequency, methods, and correlates of college cheating. A questionnnaire measuring 7 subject variables and 33 specific behaviors was administered to 200 students. The finding that about 75% of those surveyed had cheated in college was interpreted as supporting an hypothesized trend toward increasing dishonesty. Data on approval and guilt, reasons for cheating, reactions to cheating, and specific techniques were included. It was found that sex, year in shcool, grade point average, academic major, fraternity-sorority membership, and extracurricular participation were significantly related to cheating. The conclusions supported the importance of traditional explanatory variables and suggested an interpretation based on attribution theory.

Education and Income

Abstract: The effects of education on income are comprehensively surveyed in five papers. The topics of education and economic growth, returns to education, farmer education and farm efficiency, education and urban poverty, and education and income distribution in developing countries are examined. Among the specific subjects discussed are different approaches for assessing the contribution of education to income growth, the impact of increasing the stock of educated manpower in developing countries, private and social rates of return to different levels of education, and the effects of education upon labor force participation. The lack of data for microanalysis, particularly in the urban area, is highlighted and it is noted that advances in the economics of education will come from careful empirical work at the micro level through special purpose investigations, censuses, and household surveys.

Americans in Transition: Life Changes As Reasons for Adult Learning

Abstract: (1982). Americans in Transition: Life Changes as Reasons for Adult Learning. The Journal of Higher Education: Vol. 53, No. 2, pp. 233-235.

The Unreasonable Effectiveness of Mathematics.

Abstract: (1980). The Unreasonable Effectiveness of Mathematics. The American Mathematical Monthly: Vol. 87, No. 2, pp. 81-90.

The False Promises of Community Colleges: Class Conflict and Vocational Education

Abstract: Vocational education in public community colleges has been touted as an attractive alternative to the bachelor's degree. Arguing that vocational education has been developed in response to the rising educational aspirations of the working class and the decreasing opportunities for young college graduates to find employment, Fred Pincus reviews the history and controversies surrounding its establishment and growth and examines available data about its economic payoff for students. The data raise serious questions about the likelihood of such rewards, and these findings make it difficult to promote vocational education as a prerequisite to satisfying, well-paid jobs.

Visual Contextual Cues and Listening Comprehension: An Experiment

Abstract: more visuals the better" is a sound strategy. While there are probably some intuitive reasons for using visuals in various instructional tasks, empirical support for promoting the widespread use of visual aids in language teaching is virtually nonexistent. Omaggio contends, moreover, that "we know practically nothing about how students benefit (if they do) from visual materials."' In 1970 Jarvis wrote: "The nature of optimal visual support and identification of its appropriate role in the instructional strategy remains a matter in need of considerable research."2 Unfortunately, the research which should have addressed this problem has not emerged. In fact, from a recent review of more than 300 foreign language related studies undertaken since 1970, Frechette concluded, "little notice seems to have been given to audio-visual materials. . . "3

Isolating topics of high perceived difficulty school biology

Abstract: A technique devised to isolate topics of high perceived difficulty in a school biology syllabus is described. Results obtained from questioning school pupils, teachers, and university students indicate a large measure of agreement.

On competence : a critical analysis of competence-based reforms in higher education

Abstract: (1980). On Competence: A Critical Analysis of Competence-Based Reforms in Higher Education. The Journal of Higher Education: Vol. 51, No. 6, pp. 695-697.

Peer-Group Learning in Higher Education: The Development of Higher Order Skills.

Abstract: Summary This paper is concerned with the promotion of higher-order cognitive skills in higher education through small semi-independent student groups (‘syndicates˚s). In a review of the literature, evidence is assembled to show that in certain circumstances syndicate work produces striking results in the development of higher-order skills. Various contributory factors suggested by different authors to account for the effects in ‘successful˚s and ‘unsuccessful˚s classes are reported and a list is drawn up of the kinds of observations that need to be made to define the conditions.

Marketing Higher Education: Benefits and Risks for the American Academic System.

Abstract: (1980). Marketing Higher Education: Benefits and Risks for the American Academic System. The Journal of Higher Education: Vol. 51, No. 1, pp. 40-59.

Student evaluation: The faculty responds

Abstract: Results are presented of a survey of faculty members concerning their observations and opinions about the effects of student evaluation of instruction in a university where this practice had been a mandatory requirement for personnel evaluation purposes for several years. The respondents reported a definite reduction in morale and job satisfaction, changes in various instructional practices—mainly reduced course work demands on students and the occurrence of counterproductive actions as a result of this policy. Only limited expectations of improved ratings were indicated. There was also a clear division of opinion about the use of SEI ratings for personnel decisions that corresponded mainly with judgments about the validity of the ratings students provide.

A Closer Look at University Student Teacher Supervision

Abstract: at all? These questions were asked recently in this journal (Bowman, 1979). In response, this article has two purposes: one is to use these questions as a starting point to re-examine the work of the university supervisor; the other is to present the findings of a study which bear directly upon the expanded questions. Bowman suggested that university supervisors are often ineffective; that they may suffer professionally because of the reputation the position of university supervisor has taken on; that they may affect adversely the quality of the training a student teacher receives; that they may even cause the cooperating teacher and the student teacher to conspire against the university. Although he cites several studies, Bowman relies mainly on testimony to back his contentions. He concludes by suggesting that, &dquo;since, according to some evidence, the supervisor doesn’t have a significant role in the development of student teachers, the most sensible plan would be to stop supervising&dquo; (p. 30). Bowman’s question about the present value of supervision will interest practitioners, but it is not as important as the more general need to study the student teaching experience until the interrelationships among participants are delimited and understood within the context of the total experience. The question can then be enlarged and rephrased: &dquo;Given the university supervisor-student teachercooperating teacher triadic relationship, what are the antecedents and consequences of one member’s behavior for all the others?&dquo; The change in focus alters questions such as, &dquo;Are formal observations by the university supervisor necessary during each visit?&dquo; to &dquo;Why don’t university supervisors make formal observations during every visit, and what are the consequences if they do or do not?&dquo;

Dialogue and Dialectic: Eight Hermeneutical Studies on Plato

Abstract: "This book is a virtual case study in the application of hermeneutical principles to illuminate philosophical texts. The book contains translations of eight of Gadamer's best known essays on Plato...These studies, spanning a period of almost fifty years, are important not only for what they have to say concerning Plato, but also for what they reveal about the development and insightfulness of Gadamer's hermeneutical theory of interpretation...[He] aims at dialogue with Plato and achieves it."-Jeremiah P. Conway, International Philosophical Quarterly "A remarkable felicitous set of translations."-Martin Warner, Times Higher Education Supplement "Gadamer is among the most eminent followers of Heidegger and rather more accessible that most. It is therefore a service to have these eight essays on Plato, dating from 1934 to 1974, translated competently into English."-Choice "May be the best introduction to Gadamer yet published in this country."-W.G. Regier, Modern Language Notes