Rita R. Culross

A summary of research on the International Baccalaureate Diploma Programme: Perspectives of students, teachers, and university admissions offices in the USA

This is the summary of a series of research studies into the International Baccalaureate (IB) Diploma Programme (DP) in the USA, beginning with the investigation of how the first class of IB DP graduates in an individual school perceived the impacts and benefits of the programme, through further investigations of teacher perceptions of the programme, a follow-up study of the first graduates upon completion of their collegiate study, and a concluding study on the perceptions of IB DP by colleges and universities. In addition to identifying key elements of the IB DP that are perceived as impacting student success, this article summarizes how the research agenda unfolded; that is, how each study in the sequence generated more questions about the IB DP and how what began as a micro study within a single school grew into an examination of the IB DP within a larger context.

Teacher and Student Perceptions of the International Baccalaureate Program

Abstract This study examined the perceptions of teachers and students during the first year of implementation of the International Baccalaureate (IB) Diploma Program at a high school. The research team interviewed all IB teachers and students regarding their decision to teach/enroll in IB; how IB differed from teaching/taking regular courses; and other facets related to the Program. IB faculty and students perceived the Program positively, believing it challenged them to be better teachers and higher achieving students. The study also cited the increased workload of teaching/taking IB courses and its impact. Policy recommendations are offered for schools utilizing the IB for the first time, and guidance is provided to parents regarding the suitability of IB as an option for gifted students.

Individual and Contextual Variables among Creative Scientists: The New Work Paradigm.

This article discusses the individual and contextual factors that are salient to high levels of creativity among scientists working in organizational settings in the modern world. The article contrasts such scientists with traditional depictions of creative scientists and draws implications for future directions for creativity research and for the education and development of young scientists.

Why I Teach

Lately, I frequently have been asked why I teach. It is a natural question for a nephew embarking on his own career, as he sits in my office staring at the books on my bookshelf. It is an expression of incredulity from professional friends who make much more money in other occupations. But the question most often comes from colleagues at the university who do not understand why, despite my overloaded schedule as an administrator, I continue to teach every semester. I have worked for a number of deans, and several have told me that I do not have to teach. So, why do I? First, to me, teaching and learning are what the academy is all about. Whether one teaches at a liberal arts college or a research university, the primary mission is to educate students. Although students can and do learn through interactions with faculty in research settings or extracurricular activities, most learning for undergraduates occurs in the mastery of course material under the watchful eye of a professor. When we stray from that mission—whether to do service, research, or administration— we betray the academy’s core value, and we communicate to students that teaching and learning are not so important. Second, I really love teaching. At 5:45 p.m., as I make lastminute preparations for my night class, I do wonder if I will have the energy or enthusiasm for another three hours, but driving home on the interstate at 9:00 p.m., I feel invigorated. The class has engaged in a lively debate over an issue. One student shares with me at break how she applied the strategy we discussed last week with wonderful results. Another former student e-mails me to seek advice on a problem student in her own class. Yet another student recommends a new book to me. In the beginning, the attraction of teaching as a career was the opportunity it afforded to continue learning—to approach the same basic questions, but through an evolving lens of knowledge. The social interaction that constitutes teaching and learning is a shared experience that allows me to communicate to students the excitement of my own learning and to see the students’ transformation from knowledge gatherers to engaged scholars. Their newfound ideas in turn pull me back into the conversation that is teaching and learning. Simply put, I love teaching because I love learning. Third, continuing to teach helps me maintain my personal integrity. I once sat in a meeting with other administrators as one railed on about low faculty teaching loads at that institution. As I looked around the room, I wondered to myself how many of those present were teaching. (The speaker had not taught in several years.) If I need to have a conversation with a faculty member about poor teaching, I do so as a colleague who also has given up Saturday nights to grade papers, struggled with inadequate technology in the classroom, and felt divided about finishing a research paper when advisees were clamoring to see me. Interestingly enough, when one has been in administration for some time, the concern (at least at research universities) becomes whether one has done sufficient scholarship to remain in good standing on the faculty. Rarely is one’s teaching (or lack thereof) part of this mix. Fourth, more than any other activity, teaching helps me measure my knowledge and skills. Using new technologies makes one critically aware of outdated references, obsolete assessment practices, and knowledge gaps. Teaching spurs my scholarship, and scholarship feeds my teaching. Higher education writers often talk of the false dichotomy between teaching and research. Rarely do we see discussions of how teaching and research contribute to administration. Fifth, teaching is about more than organized classes of students meeting every week. I also supervise doctoral dissertations, advise master’s level students, sponsor independent study courses for individual students, and involve both graduate and undergraduate students in my research projects. There is a steady stream of students in and out of my administrative office. Seeing them and still meeting my obligations for other administrative tasks takes some juggling, but their presence is a daily reminder to me and to the other members of our administrative staff that teaching matters. None of my subordinates doubts that I will approve their request to take continuing education courses, and most have learned a bit about me as a scholar and teacher. Of course, continuing to teach, do research, and serve in an administrative position requires a commitment beyond what some might care to give. If one cannot provide good teaching under such circumstances, the students are ill-served if one does teach. I hope I will know if that time comes. If I do not, I hope one of my colleagues will be willing to pull me aside and tell me so. Until then, you can find me in the classroom on Tuesday nights.

The use of interpreters in family therapy with deaf persons

The paper discusses the use of interpreters in family therapy with deaf person families. Issues from the perspective of the therapist, the interpreter, and the family are presented.

Developmental Potential among Creative Scientists.

Abstract This article uses Dabrowskiߣs theory to frame research about creativity among contemporary research scientists. Creative scientis are scientists are described in terms of Dabrowski’s concepts of “overexcitabilities”and “development potential”

SPECIAL ISSUE INTRODUCTION: Cross-Disciplinary Perspectives on Consultation in Gifted Education: An Overview

This article provides an overview of the purposes of this special issue, which focuses on consultation services for the gifted and talented. The special issue provides a forum within the professional literature to discuss the ways in which various professionals in the fields of education and psychology can provide consultation services of benefit to the gifted. The articles address the need to increase awareness about the gifted and to provide services that enhance the knowledge base of educational and psychological consultants.

CONTEXT EFFECTS IN RECALL AND RECOGNITION AT VARIOUS RETENTION INTERVALS

This study investigated the differential effects of cuing in a number of contexts on recall and recognition at various retention intervals. Subjects were shown cue-target word pairs and were asked to recall the target words under three sets of cues, varying in relation to the original cue. Ail 80 subjects completed a recognition task following the final recall task. Results suggest type of cuing does not have differential effects on recall and recognition; both recall and recognition are hindered by cuing in a number of different contexts, and the ability to recall improves over time, cuing, and exposure to the list.