William Wiersma

Work Satisfaction of Education Professors.

Nussel, Rusche and Wiersma surveyed a representative sample of 426 teacher educators in 39 public and 25 private institutions. Three instruments were de veloped, one of which was influenced by Herzbergs earlier work. Although there were some differences among ranks and between tenured and non- tenured faculty, subjects generally man ifested satisfaction with their profes sional work.

The Effects of IQ Level and Sex on Divergent Thinking of Seventh Grade Pupils of Low, Average, and High IQ

HIGH IQ children vary considerably in diverI gent thinking abilities, as assessed by tests of short duration. Getzels and Jackson (3) provide evidence of this. Since they studied only children of relatively high IQ?mean IQ ,132 and range from 108 to 179?they could not estimate reliably the level of divergent thinking abilities in chil dren of low and average IQ. Torrance (7) re ported modest rs, ranging from .02 to .32, between IQ and scores on various creativity tasks. Torrance did not report the range in IQ ; presum ably, it was typical of public school classes. We should expect considerable variability among Ss of high IQ on various tests of creativity or divergent thinking, since, according to Guil ford (4), divergent production abilities are dif ferent from convergent production abilities and there are a large number of each type of abilities. Further, high IQ Ss vary widely in other areas or domains, for example, in interests, in values, and in level of achievement in the different sub ject fields. Should we expect, however, low IQ fifs to perform as well as those of high IQ on diver gent thinking tasks? There appears to be no prac tical or theoretical basis for expecting that low IQ children will perform relatively more effi ciently on divergent thinking tasks than on con vergent thinking tasks, unless the distribution of abilities in the divergent thinking domain is greatly different from that in the convergent thinking domain. The purpose of the present study was to deter mine the effect of IQ upon performance on diver gent thinking tests of seventh-grade pupils of wide variability in IQ, as assessed by a group IQ test. A second purpose was to determine the effect of sex upon performance on divergent thinking tests in the same students. In a previous investi gation, Klausmeier, Harris, and Ethnathios (5) noted a sharp sex difference in eleventh-grade students. | Procedure Subjects

A Study of the Elementary-School Teaching Team

the report prepared for the Office of Education, U.S. Department of Health, Education, and Welfare (2). This article reviews the organizational design of the study, describes the hierarchical arrangement in the team, considers a controlled study of pupil discipline (relating it to the nature of the team structure), and briefly discusses suggestions to improve team-teaching organizations. De ign Two elementary schools in Madison, Wisconsin, provided the pupils for this study. The schools served primarily the lower socioeconomic families in the city. About 25 per cent of the families were receiving funds under the public assistance program; 60 to 70 per cent of the fathers were employed in unskilled or semiskilled occupations. Three organizations that together enrolled about 350 pupils were involved in the study. Two of these organizations were the team and the self-contained organizations in Washington School, which housed about 60 per cent of the pupils in the study. The third organization was the self-contained organization in Longfellow School, which enrolled the remaining 40 per cent of the subjects. Since the project ran for two years, the exact

Concept Attainment as a Function of Figural-Verbal Stimulus Material and an Ordered-Random Stimulus Display

40 male and female college students participated in a concept attainment experiment. The type of material, figural or verbal, in which the concepts were embedded, and arrangement of the instances on the display, ordered or random, were investigated. The sex of the S was also included as a stratifying variable. The data were analyzed according to a 2 × 2 × 2 analysis of variance. Concepts embedded in figural material were attained in significantly less time than concepts stated in words; also less, but not significantly less, time was required on the ordered arrangement. on the second dependent variable, number of incorrect hypotheses, the main effects were not significant; however, the type of material interacted significantly with arrangement. Errors on the ordered figural display and on the random verbal displays were low but were high on the random figural and ordered verbal displays. Sex was not significant.

Using Profile Aixalysis for Student Teacher Evaluation

Measuring teacher performance is a controversial topic as the measurement process poses difficult problems for teacher educators. To assess the perfor mance of student teachers, Gibney and Wiersma describe two approaches to observation that involve established observation inventories. Forty-nine com petencies are identified, and the results of student teacher performance are then discussed and interpreted.

Evaluating Instructional Effectiveness

The term evaluation is commonly used in educational contexts, however not entirely without confusion. Some educators use the term erroneously by making it synonymous with measurement, testing, and research. Although evaluation may involve measurement, measurement is not evaluation per se, nor is evaluation limited to measurement. Testing consists of data collection, usually through a set of questions or items presented to an individual or group. Research and evaluation quite often have different objectives for the use of the end results.

The Geometric Construct of Multivariate Analysis of Variance

for this procedure has been in development for over 40 years (see, for example, Roy and Gnanadesikan, 1959). However, MANOVA has not been extensively utilized by educational researchers. There are probably several reasons for this lack of use, among them a lack of familiarity with the procedure, and the limited availability of computer programs. Several authors have alluded to the apparent, if not obvious, applicability of MANOVA in educational research (e.g., Pruzek, 1969). It is a technique by which the responses to two or more dependent variables can be analyzed simultaneously and thus it includes the correlations that may exist between the dependent variables. In a MANOVA, the dependent variables are combined