Rural High School Students' Perceptions of the Basic Values and Educational Philosophies of Significant Secondary School Role Models

This research investigated rural high school students' perceptions of two major secondary school role models' (teachers and popular peers) solutions to five ontological and axiological problem spheres. The Values Orientation Questionnaire (VOQ), an operationalization of F. Kluckhohn's theory of intra-cultural value variation, was completed each of three times during three months: initially for the self and then according to the way the respondent felt the models would respond. Achievement, an index of successful school encounters, was entered as the between-persons factor in a multivariate-model repeated-measures ANCOVA. Generally, the students believe that teachers and popular peers endorse that set of values that forms the foundation of progressive counseling and educational philosophies and practices and is, to a large extent, our middle-class system. Students perceive teachers as overendorsing (relative to self) those ontological choices that form the valuational basis of authoritarian counseling and educational theories. These seemingly contradictory teachers' attributions are discussed in terms of the teachers' roles and of institutional demands that often force teachers to model behaviors that neither they nor society deems desirable.     

Assessment of human obesity: The measurement of body composition

The most common methods of assessing degree of obesity in humans are reviewed. These include anthropometry, somatotyping, bodyweight, skinfold calipering, densitometry, and several nondensitometric procedures. The evidence suggests that bodyweight may often be an unreliable and invalid index of obesity. The parameters influencing its inaccuracy are discussed. These include age, height, sex, muscularity, and degree of obesity or amount of recent weight loss. The most reliable and valid measures of human bodyfat are generally the most complicated and impractical. Compromise assessment procedures involving nonintrusive measurement of subcutaneous fat and selected anthropometric dimensions may offer an incomplete but welcome improvement over sole reliance on bodyweight as an index of obesity.     

Central and peripheral cholinergic involvement in the habituation of investigatory head poking in rats

The effects of some centrally and peripherally acting cholinergic agonists and antagonists on locomotor exploration and investigatory head poking were studied in rats. An apparent disruption of within-trials habituation of locomotion and head-poke frequency was demonstrated for arecoline, nicotine, carbachol, scopolamine, and methylscopolamine. It is suggested that the effect may be a consequence of a drug-induced depression of initial activity. When this factor was eliminated, both scopolamine and methylscopolamine showed some slight attenuation of habituation. The increase in head-poke duration over time in controls was blocked by scopolamine; although peripheral factors were involved, the scopolamine effect had a singinficant central component. The results are discussed in relation to hypothetical links between the cholinergic system and habituation.     

Situational Cues and Crime Reporting: Do Signs Make a Difference?1

Two field studies were conducted to assess the effect of signs describing how to report a shoplifting on bystander intervention to a staged theft. In the first study, signs providing directions and one of three rationales for reporting had a small effect on attitudes toward reporting and no effect on intervention. In the second study, a definition of the situation as a shoplifting by a confederate had a strong influence on subjects reporting, but presence or absence of signs describing how to report had no impact. Differences between interpersonal and nonpersonal influences are described, and implications for informational campaigns to increase crime reporting are discussed.     

Children's attention to stimulus components with variation in relative salience of components and degree of stimulus integration

A total of 400 children at ages 5, 9, and 12 years were given a component selection task with stimuli differing in color and shape. Relative salience of these two stimulus components was manipulated across subjects in two ways: the standard shapes and colors from previous studies were compared with standard shapes in fluorescent colors, and the latter materials were compared with nonsense shapes in fluorescent colors. While fluorescence of color had little effect, the replacement of standard shapes with nonsense figures caused attention to be redirected from shape to color as the primary cue for learning. This effect was more pronounced at age 9 than at age 5. Apparently there is a greater tendency for older than for younger children to withdraw attention from a normally dominant component such as shape, when it is advantageous to adopt another feature such as color as the primary functional cue. An additional variable was integration of components (color within shape vs color as background for shape). Integration produced generally greater attention to color but did not affect the general pattern of salience effects.     

MODIFICATION OF THE EXCESSIVE INAPPROPRIATE CLASSROOM BEHAVIOR OF TWO ELEMENTARY SCHOOL STUDENTS USING HOME-BASED CONSEQUENCES AND DAILY REPORT-CARD PROCEDURES1

Two experiments investigated home-based reinforcement contingencies to control excessive behavior in normal classrooms. Subjects were, respectively, a 12-yr-old fifth-grade boy and a 9-yr-old fourth-grade boy, each in a separate classroom and with a different teacher. Following baseline observations in which observers recorded several categories of student behavior and teacher-student interaction, separate conferences were held including parents of the two children, the principal, teachers, and experimenters. A daily report-card procedure was agreed on, stipulating a one-day suspension from school following three successive “undesirable” daily report cards as well as the supervision of home-based privileges and other reinforcers usually contingent on satisfactory daily reports. Measurements of daily rates of teacher attention indicated no important change in this variable throughout the various experimental conditions. The daily report procedure significantly reduced disruptive classroom behavior. In a second experiment, a teacher-operated timer cued her own time-sample observations. Reliability measures revealed that the teacher could accurately measure the child's behavior while she was teaching the class. The procedure was ultimately successfully expanded to the teacher's total contact hours each day.     

Visual recognition memory for large and small binary pictures.

Recognition memory for pictures was tested using matrices of 0s and 1s as stimuli in two experiments. In the first experiment dimensionality of matrices was varied (5 X 5 and 10 X 10 matrices). The results showed better recognition memory for 10 X 10 matrices. The second experiment investigated the importance of certain areas, such as center or surround, using 10 X 10 matrices only. The results suggested that neither center nor surround is given unusual weight.     

Educating the Senses: Explorations in Aesthetics,Embodiment and Sensory Pedagogy

Studies in Philosophy and Education - This volume takes two different, albeit intertwined approaches. The first concerns a reformulation of aesthetics in education—one which highlights the...     

How Valuable Is It?

The Journal of Value Inquiry -