John M. Peters

Internal-External Control, Learning, and Participation in Occupational Education:

The objectives were to determine the effect of internal-external control on retention of control-relevant versus noncontrol-relevant- information and to investigate differences among internal and external prison inmates in their participation in occupational edu cation programs. Results of a 2x3 factorially designed experiment supported the thesis that internal subjects retain more information than external subjects. However, that this difference depends on the perceived relevancy of such information to control was not supported by the data. A greater proportion of internal inmates participated in occupational education programs than did external inmates. It was concluded that a person can be described as possessing a generalized expectancy of control or lack of control over his environment, and that this characteristic can affect his willingness to learn information or engage in activities that could reasonably be expected to increase his chances of control over his environment, such as preparation for employability.

CRITICAL ISSUES FACING COMMUNITY COLLEGES

This study assessed the critical issues facing community colleges in Tennessee and measured the degree of consensus among the policy‐making bodies concerning the importance of the issues. Data were collected by means of a survey questionnaire administered by telephone and mail. A composite list of critical items was compiled by arranging the mean ratings of each item for the four respondent groups. Twelve items emerged as the most critical issues. Additionally, 18 items were listed as critical by one or more groups but the combined mean scores did not meet the criteria established for criticalness. F tests were conducted to determine if significant differences existed for the four groups. The results generally indicated a consensus among the four policy‐making bodies concerning the critical issues. State and national implications are discussed.

Collaborative Learning in a Japanese Language Course

This article describes ethnographic action research that explored experiences of the first author and her undergraduate students as they engaged in collaborative learning (CL) activities in a university Japanese language course. The purpose of the study was to generate new practical knowledge of CL for her, so that she might subsequently improve her teaching practice. A thematic analysis of the interview and descriptive data revealed that the incorporation of CL helped promote a comfortable environment and reduce the effects of the hierarchical authority of the instructor. While facing new challenges, the class also co-constructed its own knowledge about the reading content, language concepts, and cultural matters by working as a collaborative group. These findings are represented in the form of a performative text that invites readers to actively engage with the study’s findings.

Book Reviews : Farmer, James A., and Knox, Alan B. (eds.). Alternative Patterns for Strengthening Community Service Programs in Institutions of Higher Educa tion. Urbana, Illinois: Office for the Study of Continuing Professional Educa tion, 1977, 184 pp.

Anyone who experiences federal projects understands their tentative nature, their encumbrances, and the difficulties associated with assessing their impact on client systems. However, it is obvious that proposal writers and project directors are willing to accept these problems in exchange for advantages to their host institutions, among which are the assumption that the institution will somehow be strengthened as the result of being awarded a grant, and the hope that projects will continue after external funding has ended. There is a problem associated with the assumption and the hope, however, since there is little evidence that the former is sound and that the latter is fulfilled. In recognition of this problem, Farmer and Knox have conducted an especially significant study that promises to contribute to an understanding of the impact of funded projects in one area, Title I of the Higher Education Act of 1965. The researchers began their work on the assumption that Title I projects have the two-fold purpose of strengthening community service programs of colleges and universities and contributing to the continuation of the same.