Various Levels Of Education Research Articles

The Effect of Occupational Therapy Education on Students’ Perceived Attitudes Toward Persons With Disabilities

The effect of occupational therapy education on students' perceived attitudes toward persons with disabilities was studied. The perceived attitudes of 144 occupational therapy students toward persons with disabilities were measured before (retrospective pretest) and after (posttest) the students attended formal professional education at the University of Alberta. Posttest scores were significantly higher than the retrospective pretest scores, indicating that students' attitudes became more positive after they commenced formal professional education. The posttest scores of students at various levels of education, however, did not show any significant difference. On the basis of these observations, a positive but nonlinear relationship between occupational therapy education and attitudes toward persons with disabilities was postulated.

Social Selection in Educational Systems in Europe

School systems are typically organized as a series of progressions through which the student population moves. At each successive step only a fraction of the population survives and children of different social origins drop out at different rates. With data from the CASMIN project for nine European nations, this paper studies the similarities and differences between nations in the interplay between the general survival pattern and class-related transition rates. In the nations studied, education is distributed in different ways and with differential results for the social classes. For the cohorts studied, the considerable differences between nations in the unequal distribution of education to the offspring of the various social classes is mainly due to the cross-national differences in the general opportunities of attaining the various levels of education, and to the channelling of the student population through the educational institutions and transitions. They are less significantly due to differences between nations in the class effects on transitions. The pattern of class effects on transitions is highly similar among nations, although for single nations several specific deviations from the common pattern can be observed. It is argued that differences among nations in class effects result from historical, institutional, or political peculiarities of those nations, rather than from macro-sociological properties such as level of industrial development.

FEMALE ACCESS TO SCIENCE AND TECHNOLOGICAL EDUCATION IN NIGERIA

Female education has failed to gain prominence in the educational policies and programmes of the Nigerian government due to poor implementation and inadequate and ineffective strategies for ensuring female opportunity and access to science and technological education, particularly in the tertiary institutions. This article provides data on the rates of female and male enrollment at various levels of education in Nigeria, suggests reasons for the low levels of female enrollment, and proposes strategies to raise the level of female enrollment, particularly in the sciences and in technology programmes at tertiary level.

B. F. Skinner: Myth and Misperception

Although B. F. Skinner is probably the best known American psychologist, his provocative ideas have generated widespread controversy, and his deceptively simple theory lends itself to misunderstanding. We investigated the extent to which individuals hold misperceptions about Skinner's ideas. Subjects at various levels of education in psychology (N = 75) completed a truefalse questionnaire on Skinner's ideas. Results indicate that subjects at all levels of eduation hold several myths concerning Skinner's work. Implications of the results for the teaching of psychology, particularly Skinner's ideas, are discussed.

Universities and national development

If the relationship between education and national development is complex, the contribution of various levels of education to development, that is, primary, secondary and tertiary, is even more perplexing. Each level has to be seen in the context of the target population relevant to its function, the curriculum, the expectations of its products, the recruitment and training of its teachers, and the costs and funding of its operations. During the past decade, there has been disagreement among planners and researchers about the appropriate priorities for the educational strategies of countries wishing to promote development. The difficulty increases when questions about development are addressed, such as: What kind of development? For whom? For what purpose? How? This article will not attempt to discuss

Rates of return as informer of public policy

Policy makers often employ rate of return (RoR) information in formulating public resource allocation decisions. A noteworthy present example is the World Bank, which uses RoR to advise Third World countries (TWCs) as they set student subsidy levels, tuition levels, and allocations by level of education (i.e., elementary, secondary, higher). This paper demonstrates that in the main RoR may be inappropriate policy devices for such aims because (1) major validity problems surround RoR formulations, (2) emphasis upon average RoR may misinform policy, and (3) RoR calculations are more sensitive to cost than benefits variations. It is concluded that true RoR to education are higher than conventionally estimated and in most cases support increased public resource allocations to various levels of education. Further, RoR evidence does not support reallocations from higher to lower educational levels, and World Bank advice to TWCs, most notably sub-Saharan Africa, may be in error.

Cigarette smoking behavior is strongly related to educational status: The cardia study

The prevalence and correlates of cigarette smoking were examined in 5,116 men and women ages 18–30 years including both blacks and whites of varied educational levels. Prevalence of smoking was approximately 30% in each race by gender subgroup after adjusting for age and education. The prevalence decreased with increasing education, from 54% among participants with less than a high school education to 12% among those with graduate degrees ( P < 0.001). Cessation rates followed a similar pattern, with former smokers twice as common among those with more education. Differences in smoking prevalence across occupational groups were largely explained by differences in educational achievement. More educated individuals smoked fewer cigarettes per day and chose brands with lower nicotine yield. Race and gender were not strongly related to smoking prevalence. However, among smokers, whites reported smoking 50% more cigarettes per day than blacks but the average nicotine and tar content of the cigarette was nearly three times higher among blacks than whites. The strong inverse relationship between education and cigarette smoking patterns has important implications for public health efforts directed at the prevention of cigarette smoking.

Value Systems and Commitment to Goals as a Function of Age, Integration of Personality, and Fear of Death

The present study examined the relationship between age, integration of personality, and fear of death and two aspects of the meaning of life (content of values and degree of commitment). Three groups (young adulthood; middle adulthood; and late adulthood) of men and women from different cultural origins and various levels of education participated in the study. The subjects were requested to rank order eight types of values (understanding, relationship, service, belief, expression, obtaining, growth, and hedonism). They also responded to a questionnaire on the degree of commitment to the goal actualisation. The findings were analysed by means of analysis of variance, multiple regression, and smallest space analysis (S.S.A.). The results show that the late adulthood group differed from the other two groups in the content of meaning by shifting to a more spiritual set of values. Yet, interpersonal relationship was the most important value for all groups. Content of meaning was also related to one's level of education. The degree of commitment to goals was affected by integration of personality, age, and gender. Fear of death and cultural origin had no impact on content or commitment. The S.S.A. revealed two clear dimensions of the eight value categories: altruistic-egotistic and spiritual-materialistic.

Incidence of Verbal IQ‐Performance IQ discrepancies at various levels of education

Incidence of Verbal IQ‐Performance IQ discrepancies at various levels of education

Machiavellianism across Sexes: An Examination of Marketing Professionals

The Mach IV scale was administered to 1,076 marketing practitioners. Analysis indicated that, contrary to past findings, women were significantly more Machiavellian than men, with respect to various levels of education, income, age. Compared with male marketing practitioners, women were higher on the Machiavellianism scale, perhaps by “self-selection”.

The Aural Perception of Nontxaditional Chords in Selected Theoretical Relationships: A Computer-Generated Experiment

The nontraditional chords in this study represent relationships defined by Allen Forte and Charles Lord. These relationships may be viewed as various degrees of similarity in pitch and interval structure between two chords. This experiment attempted to determine any correlation that may exist between theoretical and aural relatedness. The PLATO computer system presented subjects ( N = 198) a randomly ordered series of 39 experimental items. In each item, two pairs of chords were presented with one pair theoretically more similar. Listeners were asked to choose “which pair sounds more alike.” Chi-square calculations demonstrated nonsignificant differences in responses by subjects with varied backgrounds and levels of education. Confidence intervals, calculated for each item, demonstrated five significant levels of response, three of which were in accord with the theories. The results suggest that intervallic characteristics, a principal basis for the pedagogy of atonal music, are not a primary attribute in our perception of atonal music.

The political diseconomy of educational expenditure: A commentary on Tilak

The subject of this commentary is an article entitled ‘The political economy of investment in education in South Asia’ ( International Journal of Educational Development 4, 155–166). It is considered that the article raises important issues about the rationality, and political distortion, of educational expenditure in developing countries, but that the methods of analysis and type of data used do not effectively support the conclusions reached. It is argued that, to improve our understanding of the political factors affecting the relative size and quality of the various levels of education, a different type of research is needed.

Recipes and nutrition education

Since the beginning of the science of nutrition in the 1800s, nutritionists have been concerned about the use of recipes in nutrition programs. Although research indicates that recipes may be most used by those with a high school education and with food preparation experiences, recipes appear to be valuable in providing many forms of food and nutrition information to individuals with varying education levels. Factors that should be considered in selecting recipes are: clients' nutritional and dietary status, money, equipment, literacy, information and knowledge, and life-style. Subsequently, evaluation is needed to document impact on clients' food habits and to justify the approach in nutrition education programs. This project reviewed procedures used by nutritionists to assess clientele needs and evaluated the tools they use in education programs. Although it focused on recipes, the same information could have been obtained for handouts, posters, slide series, comic books, storybooks, and demonstrations. Research is needed in nutrition education to identify standards for the use of tools, such as recipes, and to study their impact on improving dietary adequacy of clientele. Such standards should be tested within a theoretical framework so that they will be useful in other situations.

Manpower planning and the staffing needs of schools

The goals of education Education serves a social function when it seeks to respond to the demands of individuals or communities for an education suited to their particular needs, aspirations and cultural traditions. It serves a manpower function when it seeks to provide the economy with trained personnel, to ensure that there are sufficient engineers, nurses or teachers to meet the needs of society as a whole. Given, therefore, that education seeks to discharge both social and manpower functions, it is necessary to think of educational planning as having to reconcile these functions, and to consider to what extent manpower planning has contributed to educational planning. Ruiter' has demonstrated, with regard to the Netherlands, how educational forecasts, which determine supply, can be at loggerheads with demand studies in the field of manpower. He has suggested that the potential for conflict between the social and manpower goals of education - between the needs of individuals and groups on the one hand and the needs of the economic system on the other - is normally resolved by postulating a voluntary conformity of individuals to both social and economic needs. He has also pointed out that the manpower philosophy which leaves the burden of bringing about a correct distribution of students over the various levels of education to the students themselves (and their parents and teachers) has its complement in the philosophy of educational guidance. When guidance and information services fail to achieve a reasonable balance between student output and career opportunities then, and only then, may political intervention be called for. Within education there is a long and interesting history of attempts to arbitrate between the social or personal goals of education and its vocational goals (Mitter2). There has been the separate development of vocational education in the form of manual or technical education at the late primary or post-primary stage and as professional or technological training in monotechnic, polytechnic and university institutions at the further and higher education stages. In the training of teachers we have had the development of concurrent and consecutive modes of training. Concurrent training, which is the preferred mode of the

Beachheads in International Education

THE purpose of this paper is to identify the emerging main directions of innovation in international educa tion and the momentum and process dynamics behind those trends. Two years ago the international education field had a strong thrust and bright prospects. Unprecedented uni ty in perception encompassed area studies and foreign language components, diverse institutions, and various levels of education. Moreover, the stable support of the national security agencies was joined by fresh interest within the business community. The President's Com mission on Foreign Language and International Studies issued its widely heralded report, and the Council on Learning completed its Education and the World View project. A private National Council on Foreign Language and International Studies was established and began its work in New York. Congress authorized a new Title vi International Programs, which provided an in ternational dimension to the Higher Education Act. In creased appropriations seemed sure. Suddenly, however, the prospective blossoming seemed nipped in the bud. Federal budgets were cut, while most campus finances became pinched.

Teacher training in the Nordic countries

ABSTRACT Jostein Osnes, “Teacher training in the Nordic countries,” Revue ATEE Journal 4 (1982) 191‐198. This article compares the ways in which the teacher education systems of Denmark, Finland, Norway, and Sweden try to make the adjustments necessary to cope with an era of rapidly changing teacher roles. It further describes the trends towards integration rather than segregation on various levels of education from primary to tertiary: most types of teacher education in the Nordic countries may now be considered to be at the latter level, even though the four nations have implemented this upgrading process in different fashions. Towards the end the article touches upon the cutbacks on teacher education necessitated by the drop in the birthrate, the possible consequences of this, and on how teachers are to be ensured of sufficient experience of working life and society in general.

The Cave Revisited

In 1962 I offered an analysis of the Line and Cave which (1) maintained that the four main divisions of each are parallel and (2) interpreted the three stages of ascent in the Cave allegory as representing the three stages in Plato's educational programme: music and gymnastic, mathematics and dialectic. At that time a major portion of my task was to counter arguments which purported to show that the Line and Cave could not be parallel. The present situation is quite different since recent writers, for the most part, not only take the four main divisions of the Cave as parallel to those of the Line, but also accept the restriction of the Cave allegory to moral and mathematical education as a crucial step in the establishing of this fact. This last move, which is clearly in harmony with the form and content of the Republic, enables us to allow for the ordinary unenlightened man to be at the bottom level of the Cave without our having to suggest that he confuses the shadows of visual objects with their originals, which could well be the case if the Cave were taken to represent all sense perception as such.Despite fairly general agreement on these basic points of interpretation there remains, however, a wide divergence of opinion as to the significance of the various levels of education or moral awareness portrayed by the Cave. In keeping with several recent papers on this topic I shall focus my attention on the bottom two stages of this allegory: the state (C1) of the prisoners viewing shadows on the cave wall and that (C2) of the released prisoners, still in the cave, but turned around and looking at the puppets which cast these shadows.

Study AID for University Education 1977/78 School Year

1. Introduction Equality of opportunity in education is an objective supported nowadays by all ideological viewpoints, all political parties, and all countries; a political program is inconceivable today that does not include among its points a promise to establish, or at least to struggle to establish, equality of all citizens with regard to access to the various levels of education — both primary and secondary general compulsory education, and other levels that are not mandatory — independently of the economic and social position of the candidates. This ideal, however, is far from being a reality throughout the entire world, though there can be no doubt that more progress has been made in some places than in others; the aim has been to achieve a situation, considered just, in which merely being born into a specific family, with a particular economic, social, and cultural level, does not predetermine or even predestine the possibilities of the individual for attaining a certain level of education.

Chapter 3: Principles of Education in The School

Education [obrazovanie] is a complex and many-sided concept. It is based on the objective requirements of social development. Education is viewed from a different perspective in pedagogical theory and in everyday practice. When we speak of various levels of education, we use such terms as primary, secondary, and higher education. When we discuss the content and character of education, we refer to general, polytechnical and vocational education. But when we clarify the specialization of education, we introduce such concepts as technical, agricultural, medical, pedagogical [teacher training] education, etc. In some cases, these concepts differ substantially while in others they coincide to a certain degree. All youth receive an eight-year general education in the general education polytechnical labor school. Secondary education may be completed in the upper grades of the [ten-year] general education school. Secondary education may also be pursued in vocational-technical schools and secondary specialized educational institutions, which give pupils a general education and, at the same time, enable them to master a given specialty. Higher specialized education based on general secondary education is offered in higher educational institutions. The term vocational education is used at present primarily to describe education offered by vocational-technical schools.

TELEVISION CODES AND AUDIENCE RESPONSE

ABSTRACT A set of practical exercises is reported, used with students in illustration of the unconscious biases of TV presentation techniques upon the viewer. The development of media studies work of this type is discussed, and its outcome for the students is illustrated by extracts from their written reports. The article is intended primarily for teachers of media and television studies, exemplifying an experimental approach made possible by the use of simple video equipment at various levels of education.