Emanuel J. Mason

A Model for Recruitment and Retention of Minority Students in Teacher Preparation Programs.

The authors provide a comprehensive model for planning, implementing, and maintaining an institutional effort to re cruit and maintain minority students in teacher education programs. Significant factors in planning a recruitment pro gram and suggestions for making the recruitment model institution-specific are discussed. Activities are suggested for each of the eight functions in the model.

Greek teachers' perceptions of school psychologists in solving classroom problems

Abstract The perceptions of Greek teachers and teacher trainees were studied regarding school psychologists. A survey that presented descriptions of three children, each of whom represented a different type of classroom problem (learning, conduct, or attention) was completed by 108 Greek teachers and teacher trainees. For each problem the teachers and trainees rated the usefulness of a school psychologist, the amount of confidence they would place in interventions suggested by a school psychologist, and the extent to which they would follow through on recommended interventions. Overall results on all problems suggested that teachers and trainees held positive perceptions about school psychologists. Willingness to follow through with recommended interventions was correlated with confidence and usefulness ratings. Experienced teachers rated the psychologist similarly across the three problems. Trainees rated the psychologist significantly more useful for the conduct problem than the learning problem. The implications of these findings are discussed in relation to the future development of school psychology in Greece.

Children's Understanding of Class Inclusion and Their Ability to Reason with Implication.

Fifty-six Dutch school children (aged 6-0 and 14-4 years) participated in a study designed to investigate the relationship between class inclusion and reasoning with logical implication. Subjects each answered a total of 32 syllogisms containing conditional implication premises. Before or after each question they were asked a class inclusion question. Results suggested a high degree of correspondence between class inclusion responses and reasoning with logical implication. The childs understanding of the subordinate and superordinate characteristics of the premises appeared to contribute to evaluation of the arguments, although many correct responses appeared to be based on incorrect understanding of premises. Further, there appeared to be a developmental pattern of understanding of implication with exclusion being the first level of understanding, then equivalence, and finally inclusion appearing most consistently in eighth graders. It was concluded that when children fail to respond correctly to questions about the validity of syllogisms, they may do so because they lack sufficient understanding of the premises.

Validity and Reliability of a Simple Device for Readiness Screening

The utility of the Hayes Early Identification Listening Response Test (HEILRT), a rapidly administered screening test for readiness for first grade, was studied with 121 kindergarten pupils who were tested at the beginning of the academic year. The test could be administered in 15 to 20 minutes to groups of up to 30 children at a time. Reliability of the test was estimated to be .86 and rater reliability was .99. The test correlated highly positively (.79) with the Metropolitan Readiness Test, but not with age, number of siblings, or educational level of the mother. It was concluded that based upon the data, the HEILRT held promise as a readiness screening instrument for use with kindergarten children.

Three Approaches to Teaching and Learning in Education; Behavioral, Piagetian, and Information-Processing.

This collection of papers includes presentations by accomplished researchers who have different theoretical orientations toward how learning and thinking develop. The presenters (Patricia Cegelka and Rena Lewis, San Diego University-Behaviorism; Suzanne Henry, International Business Machines — Piagetian; and Jill Larkin, Carnegie-Mellon University — Information Processing) each describe how someone with their perspective might go about teaching tenth grade students about the slope of a line in a geometry class. The discussant (Fred Danner, University of Kentucky) analyzes the three approaches with the intention of focusing on similarities and differences. Dr. Danner focuses on two major topics, the manner of conception of the learner, and the differing role of the teacher. The discussion is descriptive in tone and does not advocate one approach over another. It was concluded that each approach can provide useful guidelines for the teacher, instructional designer, and curriculum developer depending on desired outcomes.

Factorial Validity of a Student Evaluation of Teaching Instrument

The validity of the Student Evaluation of Teaching (SET) used in the College of Education, University of Kentucky was studied using 3573 individual student evaluations from 254 graduate and undergraduate classes taught by 126 instructors in one semester in the College of Education. As a result of principal axis factor analysis with varimax rotation performed on the 17 item 5-point Likert Scale variables of the 22 item questionnaire, three factors were identified. The first factor was considered to be a measure of method and style of teaching. The second factor was made up of items relating to a students perception of self as it relates to the course. The third factor had high loading on items concerning materials and resources. It was concluded that the SET instrument was somewhat useful in evaluating teaching because items associated with teaching emerged as the primary distinct factor.

School Psychology in the Federal Republic of Germany.

Abstract Reviews of the origins and evaluation of the present status of school psychology in the Federal Republic of Germany reveals the current system to be rooted in the strict separation of school tracks. However, the system has been evolving into a more flexible organizational structure in recent years. In addition to roles and functions, the administration, training, relationships with other professions, and future trends in school psychology are discussed.

Integrating Consultation and Program Evaluation in School Psychology.

Abstract Consultation approaches to providing psychological services are widely used by school psychologists. Recently, the need for school psychologists to be proficient in educational program evaluation has been recognized. The present paper discusses how school psychologists can use their existing consultation skills as an approach to program evaluation. The integration of consultation skills with evaluation results in an approach to program evaluation that is particularly useful where program goals and objectives are broad and nonspecific (as in many educational innovations). Also, the consultation approach to evaluation is easier for school psychologists to blend with their other roles in schools than the assessment-oriented evaluator role of some evaluation models. The consultation approach to evaluation is illustrated using a federally sponsored training program for school teachers and administrators.

Development of disjunctive reasoning and the use of MAYBE in fifth through eighth graders

Abstract Approximately one-half of the fifth through eighth graders in a school district ( n = 164) were randomly selected to be administered a group test of disjunctive reasoning containing 48 inclusive and exclusive items varying in content of the premises (symbolic, object, and human), and affirmation or negation of the conclusion. Using an analysis of variance for repeated measures it was found that performance improved until seventh grade. Eighth graders scored similar to sixth graders. There was a main effect for negative, with negative conclusions producing more correct answers. Further, there were significant first order interactions for Disjunctive by Negation, Content by Grade, and Negation by Content. Since either “YES” or “NO” were the only correct answers, and “MAYBE” was always wrong, contrast of the MAYBE responses to other wrong answers revealed an increasing tendency to use MAYBE among older subjects. Implications were discussed in relation to cognitive developmental theory and educational practices.

CLOPPE - educational software integration for effective classroom instruction

AbstractThe utilization of microcomputers in the public schools has increased the growth and development of computer-assisted instruction software. Educational software is improving in quality and quantity, but teachers and administrators continue to question the applicability and use of software, and its relationship to the objectives of the textbook, teacher’s lesson, and designed curriculum. A review of the literature reveals needed attention to effective software use in the classroom. CLOPPE is a software integration tool that enables the school official to align the objectives of the software with the objectives of the school curriculum. Cost-effectiveness for school officials and enhanced learning experiences for students and teachers will result from pre-assessment of the educational software through CLOPPE.