scispace - formally typeset
Search or ask a question

Showing papers on "Student engagement published in 1968"



Journal ArticleDOI
Myer Horowitz1
TL;DR: In this article, the authors investigate the relationship between student teachers and cooperating teachers in the context of student-teaching and propose an approach based on the conceptualization developed by Getzels and his colleagues.
Abstract: cess (i, :L 4, :19: Ch. i, 32). Although none of these social scientists refer specifically to the student-teaching setting, an investigation of the relationships between student teachers and cooperating teachers would seem to be a natural outgrowth of their hypotheses. The particular approach of the present investigation was suggested by the conceptualization developed by Getzels and his colleagues (8).=’ Initially, following such writers as Linton (22, 21), Newcomb (25, 24, 23), and Parsons (26, 27), Getzels conceived of social systems as being made up of two main components: institutions and individuals. Just as individuals have certain individual needs

35 citations


Journal ArticleDOI
TL;DR: This article found that the student teachers themselves looked at their experience as less significant than it could, and indeed should, be. But, is it? From the reactions of the subjects in the study related below-different from most other research because it stressed how the teacher looked at his/her experience, a previously unrevealed facet of the problem suggests that the teacher's supervised teaching experience is less significant.
Abstract: But, is it? From the reactions of the subjects in the study related below-different from most other research because it stressed how the student teachers themselves looked at their experience-a previously unrevealed facet of the problem suggests that the student’s supervised teaching experience is less significant than it could, and indeed should, be. The study herein related was dimensionalized by three factors of the student’s image after his period of supervised teaching:

12 citations


01 Nov 1968

9 citations



01 Jan 1968

6 citations






Journal ArticleDOI
TL;DR: The notion that men were freer, more creative, and happier before the Industrial Revolution and the rise of large organizations is a recurrent theme in modern social thought, though it is more commonly linked to reactionary rather than radical political doctrines and movements as mentioned in this paper.
Abstract: seen as apathy, a perennial problem (really a kind of moral failing) to be fought by exhortation and the proliferation of forums and senates that somehow will make people better, more politically involved. But there is no evidence, certainly not the tiny numbers who attend the public meetings on campus governance or curriculum reform, which carries weight against the evangelical spirit. If a campus crisis involves 1,000 students or so in a mill-in, that is taken as evidence of widespread discontent ; if a meeting on the Commission Report is attended by 100 students out of the nearly 30,000, it is evidence that its recommendations for increasing participation are needed. The Commission’s conception of the university as an &dquo;intellectual fellowship&dquo; of students and teachers continuously involved in both learning and self-governance (and to a high degree of learning through self-governance) has the attractive appeal of all arcadian Utopias which hark back to largely imaginary pre-industrial forms of life and work. The notion that men were freer, more creative, and happier before the Industrial Revolution and the rise of large organizations is a recurrent theme in modern social thought, though it is more commonly linked to reactionary rather than radical political doctrines and movements. At Berkeley the development of the multiversity at an accelerating pace since World War II has engendered very real problems, both in the relation of the university to the larger society and in its internal processes. But it is the essence of the multiversity rather than its problems that offends its radical critics its enormous multiplicity of functions and relationships, without a common overriding conception of its own character and purpose; its government by committees and administrators that coordinate rather than


Journal Article
TL;DR: The administrators lose sight of the university as a collegium as mentioned in this paper, they use authoritarian methods; they become captives of the physical and financial aspects; they fail in intellectual leadership and become timid in asserting the functional role of university in society.
Abstract: Universities foster change, and they react to impacts from change. The president and other administrative leaders are caught in the middle. As the liaison between the folk culture and the super culture, they become squeezed by the pressures toward conformity, on the one hand, and toward social evolution, on the other. The egalitarian movement in higher education is another factor. The institutions are being pressured to respond to the needs of students of varying ages, abilities, and interests, and for services to the disadvantaged segments of the population. This introduces problems relating to the civil liberties of the students and to the design of the educational program. On these, there are profound differences of opinion. Too many of the administrators are not prepared for what is happening. They are academic specialists, whereas the problems with which they have to deal are general and pervasive in our society. The administrators lose sight of the university as a collegium. They use authoritarian methods; they become captives of the physical and financial aspects; they fail in intellectual leadership and become timid in asserting the functional role of the university in society. They have had no training for administrative responsibility or for educational leadership. Students, in spite of instances of irritating and disturbing actions, are raising basic questions about the university as an educational institution and about its role in society.





01 Jan 1968
TL;DR: In this article, a first grade classroom over a 3-week period produced several anecdotes to illustrate the inconsistency in teacher behavior, such as making spontaneous decisions "under fire" to reveal contradictory expectations.
Abstract: ABSTRACT Studies have demonstrated that students learn to seek pleasurable learning situations and learn to avoid painful ones; however, when they do not have sufficient information at their disposal to determine whether or not their behavior will have a pleasurable or painful outcome, they experience a psychological conflict we are calling "uncertainty." Such uncertainty is a function of inconsistency in teacher behavior. Inconsistency probably has a greater impact on the student when he first enters school, turning a significant percentage of students away from the process of schooling. Teachers have been observed to communicate consciously their expectations and then when making spontaneous decisions "under fire" to reveal contradictory expectations. Observations in a first grade classroom over a 3-week period produced several anecdotes to illustrate such inconsistency. The concept might be further examined in terms of a teacher's inappropriate or appropriate diagnosis of a situation and his subsequent dealing logically or illogically with the situation. Further exploration should produce a more operational definition and a typology for identifying and classifying teacher behavior which may contribute to uncertainty. Suggested questions: What teacher behaviors facilitate the acquisition of uncertainty? What are its effects on cognitive, affective, and social behavior? What personality characteristics describe a teacher who generates it? What ecological conditions foster it? (JS)





Journal ArticleDOI
TL;DR: The authors found that grade 10 students tended to select information which counselors had judged to be most relevant; their information search sampled the available information areas with the exception of values, which tended to be neglected; and their information-search pattern changed as they received information, i.e., information at first considered important would be reclassified as unimportant as new information was received.
Abstract: Grade 10 students at two high schools took the Case Development Questionnaire, an information-search assessment instrument. A description of the way these students sought to make curricular decisions was obtained: (1) they tended to select information which counselors had judged to be most relevant; (2) their information search sampled the available information areas with the exception of values, which tended to be neglected; (3) their information-search pattern changed as they received information, i.e., information at first considered important would be reclassified as unimportant (and vice versa) as new information was received; (4) the information area of abilities was considered the most important, plans and interests less important, and values least important.