Considers what specific educational needs a graduate program in studio art must satisfy to be successful. (RK)

Doctoral students who had completed the Personality Research Form in 1973 were followed up three years later to determine the functional specialty in which they spend the bulk of their professional time. The findings support the position that personality needs predict functional specialty. (Author)

Law schools have undertaken clinical methods permitting law students to represent indigent civil or criminal clients under supervision. Seven programs are described and represent various approaches, indicating the importance of granting academic credit, dedication of sufficient resources for supervision, and emphasis on skills development and…

Results of an empirical research study clearly suggest that students can serve as reliable identifiers of appropriate evaluative criteria and can make significant contributions to the assessment of teaching effectiveness. Guidelines for the effective implementation of the study instrument and the establishment of a systematic procedure of…

This study investigated the effectiveness of teachers trained in basic interpersonal skills to change the misdirected behavior of students. It was hypothesized that the unsolicited interaction between teacher and student would so fulfill the students' need for attention that classroom misbehaviors would decrease. (Author)

This study of group process evaluated the relative effectiveness of facilitator-directed (FD) and self-directed (SD) personal growth group treatments in inducing change in the level of group member interaction. Examination of treatment effectiveness was accomplished through an interaction process analysis approach, the Hill Interaction…

The purpose of this investigation is to compare the descriptions of group process obtained from the Hill Interaction Matrix (Form G) and the Bonney Scale in rating an extended counseling group of psychiatric residents (N = 10). (Author)

One hundred sixty-four subjects (elementary school teachers and graduate students) were told different stories about a fictitious student which varied in reliability and amount of information. Results indicated that the subjects considered the reliability of the information and revised their decisions accordingly. (Author/MV)

Focus is on two areas: (1) the factors available to the selection committee when students apply for admission into graduate programs, and (2) those factors emerging after admission, resulting from students' meeting program-imposed requirements for graduation. Program variables are shown to be more important than admission variables. (Author/LBH)

Investigates current changes in counseling and guidance graduate students' perceptions concerning their education and training in a small, stable homogeneous department of counselor education. Subjects are 94 graduates (56 from the class of '71 and 38 from the class of '75). (Author/HMV)

Analyzes information from a sample of college seniors to find answers to questions about students' socioeconomic backgrounds and their enrollment in graduate and professional schools. (AM)

Results of a survey of 65 graduate students suggest that students' values and attitudes play a major role in their evaluation of faculty and should be recognized by teachers when interpreting the data from such ratings. (Author/LBH)

Considers some issues and questions for future research and action which could benefit persons presently in graduate schools and those who will come later for advanced degrees. Focuses on the labor market's ability to absorb all trained human resources, whether people use their skills or education in their occupations, and the implications of…

Foreign graduate students present many problems of a moral and ethical nature to U.S. universities, but if they are qualified on the basis of educational background and English language ability, they need to be accepted into American institutions. (Author/LBH)

Washington University's (Missouri) Department of Romance Languages and Literature requires its graduate teaching assistants to take a one-semester pedagogy course to ensure their competence and effectiveness as teaching assistants. The course features seminars in which goals, expectations, and learning theories are discussed and practice teaching…