Showing papers on "Minor (academic) published in 1985"

Effort and Reward: The Assumption that College Grades Are Affected by Quantity of Study

Abstract: The relation between college grades and self-reported amount of effort uas examined in four major and several minor investigations of undergraduates in a large state university. Grades were operationalized mainly by using grade point average (GPA), though in one investigation grades in a particular course were the focus. Effort was measured in several different ways, ranging from student estimates of typical study over the term to reports of study on specific days. Despite evidence that these self-reports provide meaningful estimates of actual studying, there is at best only a very small relation between amount of studying and grades, as compared to the considerably stronger and more monotonic relations between grades and both aptitude measures and self-reported class attendance. The plausible assumption that college grades reflect student effort to an important extent does not receive much support from these investigations. This raises a larger question about the extent to which reuwrds are linked to effort in other areas of life-a connection often assumed but seldom investigated. That hard work along normatively prescribed lines produces rewards is a belief fundamental to virtually every social system (Heider). The belief is certainly widespread in the United States (Rytina et al.) and is probably shared to at least some degree even by those who emphasize the impor"Several of the senior author's Research Methods dasses participated actively in both the design and the execution of the main research described here. We are also grateful to Diana Pearce, Jean Converse, and Daniel DuRoss, each of whom collaborated at some point in our investigations; to Marc Schuman and Jacob Ludwig who provided consultation on computing throughout; and to James House and F. Thomas Juster who offered suggestions on an earlier draft of this paper. Address correspondence to Howard Schuman, Department of Sociology, University of Mchigan, Ann Arbor, MI 48109-1382.

Status of Testing Practices at Two-Year Postsecondary Institutions.

Abstract: A survey of testing practises at two-year colleges was conducted by the American College Testing Program (ACT) and the American Association of Community and Junior Colleges (AACJC) to gather information about the use of tests in admissions, placement, and program completion A questionnaire was distributed to 1,303 two-year institutions, requesting information on institutional characteristics, admissions policies and practices, placement policies and practices, general testing practices, and program completion requirements Study findings, based on responses from 683 colleges, included the following: (1) the majority of the two-year institutions practiced open admissions, accepting all persons over 18 who have earned a high school diploma or equivalent; (2) academic skills testing for first-time students was being practiced more widely than in the past, with indications that the use of such tests will increase in the future; (3) over 90% of the responding institutions used tests to place first-time students in the proper courses; (4) mandatory testing for course placement was most prevalent in institutions with significant minority populations; (5) testing for placement in mathematics and language arts was expected to increase in the next two to three years; (6) most schools required core courses of students seeking a certificate, diploma, or degree; (7) course completion was the preferred indicator of required proficiencies; (8) snit examinations were more frequently required at the individual program level than at institutional or state levels; (9) student services personnel played an active role in decisions about test selection and test use The survey instrument is appended (Author/EJV) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document * *********************************************************************** STATUS OF TESTING PRACTICES AT TWO-YEAR POSTSECONDARY INSTITUTIONS US DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC, 1 This document has been reproduced as received from the person or organization ,)/originating it Minor changes hay* been made to improve reproduction quality * Points of itiew or opinions stated in this docu ment do not necessarily represent official NIE POStlorl or policy Jacqueline E Woods N 0 0 The American College Testing Program se and the 00 American Association of Community and Junior Colleges Q 1985 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

Employer Perceptions of Needed Communication Functions in Business Organizations.

Abstract: To determine existing employer perceptions of communication needs, or functions, and of the role of the speech communication major in fulfilling these needs, a 32-item questionnaire was sent to 85 personnel managers in the Buffalo, Rochester, and Syracuse, New York, areas. Respondents were instructed to suppose that they were to hire a college graduate with a four-year degree that had specifically prepared him or her in oral and written communication, mass media production and analysis, and organizational dynamics. Given this context, respondents were presented with two separate 13-item indices: a performance by the college graduate index and a training of others by the college graduate index. The remaining questions were concerned with the the importance of communication skills in the respondents' companies. Results indicated that, on the wholm, the personnel directors strongly endorsed the value of communication skills to their companies' operations. Mean score differences between those organizations that had implemented a communication training program and those that had not were insignificant. Interestingly, prospective employees' ability to train other employees in various communication skills was rated somewhat higher in importance than was actual ability to perform a variety of communication fur tions themselves. (HOD) *********************************4************************************* * Reproductions supplied by EDhS are the best that can be made * * from the original document. * *********************************************************************** U.S. DOPARTIAIINT OP EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION X CENTER 'ERIC) This document has been reproduced as received from the person or orginizatkm onoKeting d. 1.1 Minor changes have bow made to Improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent aids! NIE position or policy. EMPLOYER PERCEPTIONS OF NEEDED COMMUNICATION FUNCTIONS IN BUSINESS ORGANIZATIONS Bruce A. Austin Paul G. Ventura Rochester Institute of Technology College of Liberal Arts Rochester, New York 14623 A Paper Presented to The Eastern Communication Association Annual Conference 3 May 1985 Providence, Rhode Island "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Bruce A. Austin TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" 2

Perceptions of Women and Men in Counselor Education About Writing for Publication.

Abstract: Women in academic appointments have published less frequently than men. Since this difference is only partially explainable on the basis of fewer years in higher education, a study was conducted to determine men's and women's perceptions and experiences of writing for publication in the field of counselor education. A sample of 82 counselor educators balanced by sex, academic rank, and appearance or non-appearance as authors in the Social Sciences Citation Index (SSCI) between 1966 and 1983 was drawn from the fifth edition of a national directory of counselor education programs. Subjects completed a questionnaire on job activities, professional memberships, journal subscriptions, and recollection about having had mentor experiences. In addition, SSCI respoadents were asked to recall perceptions, impressions, and judgments of variables that might bear differently on women's circumstances in scholarly work compared to those of men. Comparison group subjects were asked their views about writing for publication and any barriers or difficulties bearing on research and writing they perceived as present in their work or personal situations. The results indicated that more SSCI members had assigned time for research, engaged in fewer non-job professional activities, and had more statistics courses in their training than did non-SSCI subjects. Comparisons between women and men revealed two significant differences: the number of statistics courses taken in training, and perceptions of institutional emphases on writing for publication. Women reported less access/entry to writing possibilities within departments than did their male colleagues. They also noted lack of confidence and training, and the pressure of family responsibilities and commitments as conditions affecting publishing opportunities. Overall, women perceived a lower institutional emphasis on publishing than did men. (Author/ABB) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** 0 Perceptions of women and men in counselor education about writing for publication Arden White and Nelda Hernandez Arden White is Professor of Counselor Education at the University of Wyoming, Laramie Nelda Hernandez is a doctorate student in counselor education at the University of Wyoming, Laramie U.S.. DEPARTMENT OF EDUCATION CD NATIONAL INSTITUTE OF EDUCATION C...) EDUCATIONAL RESOURCES INFORMATION CENTER IERICI This document has been reproduced as received from the person or organization originating it I I Minor changes have been made to improve reproduction quality Points of view or opinions stated in this docu ment do not necessarily represent official NIE position or policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Areoeiv ))//re-TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."

Forces and Factors Likely to Influence Vocational Education: Career Plans and Immigration.

Abstract: Two factors likely to have an impact upon vocational education are the career plias of high school seniors and recent immigration into the United States. Analysis of recent literature pertaining to these two issues reveals that the educational reform movement is affecting all secondary education, with 45 States having already increased their requirements for high school-graduation and 3 more considering similar action. The number of high school seniors who planned to acquire a bachelor's degree declined in the 1970s. Although_ undocumented aliens receive most of the attention, it was estimated that at least twice as many documented as undocumented aliens were residing in the United States at the time of the 1980 census. These factors make it imperative that vocational education demonstrate its contribution to the attainment of broad educational goals or risk being squeezed from the secondary curriculum. If fewer high school graduates go on to college and fewer acquire vocational training in high school, it is likely that enrollments in postsecondary vocational programs will increase dramatically in coming years. Major efforts must be directed toward improving the employment preparation of minority teenagers from disadvantaged families. (MN) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ****************************************************************0****** FORCES AND FACTORS LIKELY TO INFLUENCE VOCATIONAL EDUCATION: CAREER PLANS AND IMMIGRATION Morgan V. Lewis Robyn A. Murry Paul V. Unger UA. DEPARTMENT Of IDUOATION NATIONAL INSTITUTE OF EDUCATION allE CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organisation originating It. LI Minor changes have been made to improve reproduction quality. ----------C Points of view or opinions stated In this document do not necessarily represent official NIE position or policy. The National Center for Research in Vocational Education The Ohio State University Columbus, Ohio 43210-1090

Why, When and How to Infuse Career Education into the Curriculum.

Abstract: The reactions of many teachers to the suggestion that they infuse career education into their classes range from "That doesn't belong in a language classroom" and "There isn't enough time!" to "But I don't know enough about it to teach it!" To the first statement, my answer is that career education belongs in every classroom from pre-kindergarten through graduate school. The speaking, reading and writing skills that are taught in all subject areas are important in most occupations. Students may be more willing to learn them if they are shown how important these skills will be in helping them find a job that will allow them to reach their full potential. Attitudes that make a person more employable, such as getting along with others, a sense of responsibility, perserverance, and punctuality, need to be instilled from the earliest grades, not only for future job success, but for success throughout school as well. With regard to time, there are several ways of fitting in career education without neglecting the regular syllabus. Comb your textbooks for references to occupations-virtually all will deal with travel in some form, health, banking, restaurants, and services of some type. A few pertinent questions in Spanish relating to employment in those fields will add to your students' career awareness. There are some excellent career books in Spanish suitable for the secondary level. These can be used in a special career or conversation course, or sections from them can be incorporated into the regular curriculum as reading and conversation topics. Both of the following could be used on the intermediate or advanced level. Sedwick's Spanish for Careers' consists of 25 lessons, each dealing with a different occupation. Each lesson contains a detailed drawing, a dialogue, questions on the dialogue and drawing, more thought-provoking questions, topics for discussion or composition, a translation passage from English to Spanish, and a vocabulary list. Another source for career activities is Spanish for the Professions, 2 a workbook dealing intensively with five areas: Health Care, Law Enforcement, Education, Welfare, and Business. Each is divided into many sections, enabling you to use as few or as many as you prefer. Also included are a preliminary chapter with basic material, several appendices, and a Spanish-English vocabulary. The day before a holiday, when students are too restless to do regular work, is an ideal ti e to discuss careers requiring a primary or s condary knowledge of a foreign language. The best source of information in this area is Bourgoin's Foreign Languages and Your Career3 This book provides teachers with the necessary background to guide their students in choosing possible careers. It includes many addresses for obtaining further information and is an excellent resource for a class project in which students read individual chapters, write to the sources for further information, and then report to the class. Other sources are all around us. Newspapers frequently have articles on careers. The New York Times publishes an entire section on careers in mid-October of each year, as does the National Business Employment Weekly, put out by the Wall Street Journal every fall. The quarterly Business Week's Guide to Careers4 aims at college students, but many of its articles are helpful to secondary students, and their teachers, as well. This very practical magazine can guide them in choosing a major and a minor in college, and show them how to prepare themselves for an eventual job search. The public libraries are filled with books about every aspect of the job search-how to dress, write a resume, undergo an interview, learn about a firm before the interview, and much more. These matters may not directly fall under language skills; however, they can provide relevancy to language learning as the teacher who is familiar with these materials works them into the curriculum via ques-