Jack R. Frymier

A Longitudinal Study of Academic Motivation.

AbstractThe Junior Index of Motivation (JIM Scale) is an instrument designed for use as a measure of academic motivation by teachers and counselors working with secondary school students. Tests indicate that the motivation variable accounts for some of the disparity between ability and performance levels of underachievers and overachievers. To determine the long-range predictive value of the JIM Scale, a longitudinal study was conducted testing the hypothesis that the JIM Scale would successfully differentiate among college bound and noncollege bound junior high school students. Findings confirm this hypothesis.

Faculty and Student Perceptions of Cheating

WHAT IS cheating? Does a university faculty and its student body see cheating in the same way? During the academic year 1957-58, the problem of cheating at a large Eastern university assumed such proportions that student leaders requested an inves tigation by the administration. The faculty Senate promptly designated a committee to work on the problem, but at the beginning of the fall term, 1958, the problem still loomed. The article below appear ed as a student committee report in the student newspaper, and a major news story appeared in The Philadelphia Inquirer the following day regard ing these events:

ON THE WAY TO THE FORUM—1984—Here We Come!

(1984). ON THE WAY TO THE FORUM—1984—Here We Come! The Educational Forum: Vol. 48, No. 1, pp. 4-6.

Individualized learning in a school for tomorrow

More words have probably been expressed on the need to educate the individual, to humanize the person, and to focus on individual growth than perhaps any other concern in education. More innovative ideas on individualized instruction were introduced in the fifties and sixties than in all of the years past; yet, the question of personalized instruction and individualized learning remains unanswered. It was thought that the difficulty was easy to identify: organizational arrangements had merely not been flexible enough. The tricks were to change the self-contained classroom to departmentalized programs, to non-grade the school, to team teach, to program instruction, and to adopt modular scheduling. Changing the structure of schooling was considered the key, and it was thought that individual learning could be assured. The lesson is all too clear: organizational changes do not ensure individual approaches to learning. What was considered to be one of the poorest arrangements for learning-the one room school house-is now nostalgically remembered for its emphasis on individual learning. In any effort to educate the young, the willingness or ability of the teacher to relate individually to the student is the vital essential. Such contacts and displays of interest toward the student exact toil and demand commitment. For

Research for Undergraduates in Teacher Education

are (I ) in the fact that the write) found it reasonable to introduce research in undergraduate work and (2) in the suggestion that more of f this might be profitable for prospective teachers. Readers will be interested in this report of a general type of research study which involves the idea of doing, rather than memorizing rules or restrictive and frightening cautions and worries.-EDITORS

Issues in perspective

Equality and liberty-those words ring out down through the ages. Freedom means many things to many people, but freedom is one dimension of individual existence. It is not a group or social phenomenon. Equality means many things to many people; but equality is a social dimension to human existence. Freedom is the opportunity of one person to pursue any one of several goals. Equality is the opportunity of several people to pursue any one particular goal or to achieve any one particular end. Every society on earth has had to define and continues to redefine the freedom dimension and the equality dimension of human existence day after day. I define freedom as the opportunity of an individual to exercise personal choice. If we think of freedom as a dimension, we can think of it as a continuum. One end of that continuum implies choice or diversity. The other end of that continuum implies non-choice or compulsion. We can also think of equality as a dimension or as a continuum. One end represents difference or uniqueness or dissimilarity; the other end represents sameness or similarity.

Strategies to Reinforce Learning

In spite of the threats presented by teaching machinery, the position of the teacher in the classroom seems still to be secure. Nonetheless, some scholars believe there are tactics that can make that position even more defensible, and some of them are discussed in this paper.

Tip on books

Parker, J. Cecil; Edwards, T. Bentley; and Stegeman, William H. Curriculum in America. New York: Thomas Y. Crowell Company, 1962. xx + 587 pp.

Acceptance and Rejection as Related to Length of School Attendance

6.75. Stoddard, George D. The Dual Progress Plan: A New Philosophy and Program in Elementary Education. New York: Harper and Brothers, 1961. x + 225 pp.

Teaching Students to Make Choices

4.00. Hansen, Carl F. The Amidon Elementary School: A Successful Demonstration in Basic Education. Englewood Cliffs, New Jersey: Prentice‐Hall, Inc., 1962. xx + 252 pp.