Earl J. Moore

Birth order and academic behavior in first grade.

Teacher ratings of academic behavior were obtained for pupils in first grade. The sample included 686 boys and 580 girls from a suburban county in a southern state. Data were analyzed in a 2 × 4 factorial analysis of variance design with 2 levels of sex and 4 levels of birth order (only children, firstborns, middle children, and lastborns). Results were that only males, and first females were rated higher than middle males; only males, only females, first females, and last females were rated higher than last males.

Interactional Personality, Mathematical Simulation, and Prediction of Interpersonal Compatability.

Used a mathematical simulation procedure adaptable to an interactional concept of personality to predict the interpersonal compatibility of a total of 71 couples. Strife scores derived from computer simulation of interactional personality data correlated significantly with partner ratings for the quality and the stability of their relationship. Strife scores correlated insignificantly with partner ratings of closeness and familiarity. The statistical significance of the correlations between strife scores and compatability ratings varied according to the source of interactional personality data, ie., self-ratings or partner-ratings, and according to group membership of Ss categorized by the nature and duration of their interpersonal liason. It was concluded that mathematical simulation theory provides a viable and unique methodology for understanding, quantifying, and predicting human interactions.

A systems approach to investigating interpersonal strife

Investigated the relationships between computer-simulated, in-vitro interactional personality behavior and various indices of interpersonal relationships using data collected from 31 families. Interpersonal strife scores for each of 31 family triads developed via mathematical simulation using a systems approach correlated significantly with 6 of the 10 personal relationship variables. Stepwise regression analysis showed that strife for this sample was allied most closely with rigid, unstable interpersonal interactions. It was concluded that (1) mathematical simulation of interpersonal behavior shows validity for group behavior as well as dyadic behavior; and (2) the systems approach offers a unique, in-vitro way of studying and diagnosing interpersonal difficulties.

Using Learning Style Preferences in Planning Programs for Unemployed Youth

Earl J. Moore is Associate Professor in the Department of Counseling and Personnel Services, University of Missouri-Columbia. Individuals who are responsible for planning and administering employment and training programs often are faced with providing educational experiences for youth who are apprehensive about any kind of an instructional program. Many youth are alienated from traditional school programming and teaching strategies; they have known failure in learning and employment. And yet, they need vocational skill training, remedial education, and employability and coping skills development if they are to become gainfully employed.

A Special Issue on Career Education and CETA: Preface

CETA has become an institution in its own right. Furthermore, because of its objectives, it is abundantly clear that CETA has definite career education implications. Therefore, it is the purpose of this special issue to examine various dimensions that bring CETA programming into the realm of career education. The major thrusts of CETA programs can be found in the career education philosophical foundations. Recently CETA priorities have come to stress youth development programs which bring their new focus directly into active participation with career education programming found most often in educational institutions. It is the purpose of this special issue to examine this joining process. CETA and career education remain separate but joined.

Career Development in Correctional Institutions: Needs, Programs and Practices

public education from purely academic goals to life-adaptive goals is being advocated today, and has been for well over a decade (Campbell, 1978), so too is such a shift being advocated for educational programs in correctional institutions. What is being advocated today in correctional institutions is a life career development perspective that stresses the acquisition of knowledge and skills which assist inmates to master the rehabilitation process.

Career Education Concepts, Methods, and Processes For Pre- and In-Service Education.

... career education constitutes a new, vitalizing thrust in education. There are, of course, those who will say that it is just another passing fancy and if we don’t pay much attention to it, it will go away and leave us undisturbed. The evidence mounts daily that this is not the general reaction. The increasing public and legislative reaction to Career Education is one of hope that a new paradigm for educational operations has finally been found which will not only provide a basic social return consistent with the anticipated human and financial inputs, but a relevance for youth which will help them find their social identification and secure a sense of mission and destiny as participating members of society ... If we accept Goldhammer’s thesis, then the task is one of defining Career Education and developing appropriate models and resources to fully implement it in the schools. At the present time substantial efforts are being directed toward assisting local school districts to develop compre-