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Presented is evidence concerned with the disparities existing in Australia between sexes in level of participation in education, particularly with regard to the areas of mathematics and science. It is argued that performance at school in these subject areas determines in part the opportunities which are available to continue with education in preparation for entry into scientific occupations. Inequalities existing between the sexes in involvement in mathematics and science education, therefore, restrict the entry by women into science-based occupations. The evidence presented in this paper is concerned first with sex differences in participation in education at school, at university, and at other tertiary institutions. Secondly, the types of schools in Australia are examined. Thirdly, evidence of sex differences in achievement and attitudes towards both subjects is presented. Finally, sex differences in attendance at tertiary institutions, courses studied, and engagement in science-based occupations are considered. Implications of the findings for educational practice in Australia are raised. (Author/EB)

A theory of interaction between college students and college faculty based on similarity in style of intellectual functioning was proposed, instruments to measure student and teacher characteristics were developed, and the relationship between achievement and intellectual style similarity was studied. Studies that focus on the impacts of physical, social, and intellectual environments on the interaction between student and teacher are reviewed. Two scales were developed to measure cognitive style: Student Goal Orientation scales and Staff Role Orientation scales. Pilot testing of the scales and reliability, validity, and other measures of their quality are described. The study was conducted with 287 students and 30 staff of a university physics department. It was found that the greater the degree of similarity in student goal orientation between student and lecturer, the greater was the student's achievement, as measured by that lecturer. Additionally, there was no relationship between similarity in staff role orientation between student and lecturer and that student's achievement, as measured by that lecturer. Implications of the findings for further research and for tertiary teaching are considered. Study instruments and related articles are appended. (SW)

A study was conducted at the University of New South Wales to assess informal staff-student contact. A questionnaire was administered to a random sample of 100 staff, and 57 responses were obtained. Most contact outside of class hours were connected with matters arising from teaching activities but a number of meetings were held simply on the basis of friendship. Matters relating to the university generally and situations involving counseling gave rise to far fewer meetings. Most of the staff had extremely limited contact with students in social settings unrelated to the teaching role. The most common arrangement for contact was talking immediately after a class. Although almost half of the respondents felt that the amount of contact between themselves and their students was inadequate, only a small number believed that informal relationships with students was of no importance in university life. Shyness on the part of students was seen as the biggest obstacle. The other major obstacle seen by staff is their own lack of time. Findings from other studies on staff-student contact are cited. (SW)

The impact of educational technologies on various curricula and on projected curriculum reform at the University of New South Wales is discussed. It is argued that the existence and use of such technologies can reach beyond being tools that simply provide assistance in instruction, and can often have considerable effect on the curriculum itself. Most of the examples are drawn from engineering education and are concentrated in large part on the educational uses of interactive computing. The term 'educational technology' embraces commonplace instructional aids also. The use of a Wang desk-top minicomputer in an undergraduate engineering laboratory and resulting efforts to employ the minicomputer to improve the teaching effectiveness of laboratory experiments are described. The innovative use of automated marking (through optical scanning of appropriate answer sheets) and use of computer marking of quizzes incorporating a variant of the standard multiple-choice format are also discussed. Innovation in educational technology can also affect the content of a course. The introduction and increasing availability of on-line remote computing facilities, in which students participate in dynamic interaction with models of engineering systems, can open up new areas of syllabus and new sets of course objectives. (SW)

A study was conducted at the University of New South Wales in Australia to determine what happened to applicants who deferred enrollment in 1975 and did not enroll in 1976 at the university. Additionally, information was sought about what deferring applicants thought they had gained from deferment and their opinions generally about the advantages and disadvantages of deferring. A questionnaire was mailed to deferring applicants, and further information was obtained from the admissions office and the computer printout of offers made by the Metropolitan Universities Admissions Centre. Based on a response rate of 63 percent, it was determined that about 74 percent of respondents were undertaking some form of postsecondary education. Analysis of findings is presented under three subheadings: students attending other universities, students attending any other postsecondary institution (including nursing), and persons not enrolled in any institution in 1976. Data indicate that most of the deferring applicants do continue to enroll in some form of higher education. Deferrent policy and practices at the university are discussed, and a sample questionnaire is appended. (SW)

The study examines the attitudes of young people in the secondary schools and universities of Nicaragua toward politics, government, religion, education, and work. The report also looks at teacher's attitudes towards education. Over 50 instruments which provide information concerning attitudes, values, and beliefs were sent to random samples of students and teachers. Many of the instruments are described in the paper. The report shows that there are definite changes in the belief systems of the educated young in Nicaragua, mostly in the direction of attitudes held by people in more advanced industrialized nations. The study's conclusions include the following: several items on politics and equality indicate a strong shift from elitism toward a greater egalitarianism; although Nicaraguan young people still see their culture as more spiritual than that of North America, numerous responses indicate a growing sense of materialism; traditional political attitudes are in a state of flux and are moving towards democratic involvement by all people; and 98% of the teachers want to take an active part in the reform of the secondary curriculum. One part of the study compares the values and attitudes of Nicaraguan youth with the values of college-age males in the United States, Australia, Israel, and Canada as measured by the Rokeach Values Survey. Family security and a comfortable life are ranked considerably higher by Nicaraguans than by youth in the other countries. (Author/RM)

In view of the many and varied language problems in the typical Australian school, a general course in language studies is essential for all teachers. This paper attempts to suggest a basic orientation and a set of guiding principles for such a course. The content of a general language course is discussed in terms of what a teacher needs to know about language in order to facilitate language development in the students. Theoretical linguistics offers some insights, but because of the orientation of linguistic science, its applications to education are extremely limited. Certain linguistic principles are outlined that can be redeveloped in educationally relevant terms, and that concentrate on the nature of word and text. (Author/CFM)

This monograph reports the development of a semantic differential designed to measure professional self perception in student teachers. Seven scales were identified by factor analysis of the responses of 396 student teachers to 56 adjectival pairs used to rate the concepts "Myself,""Myself as I would like to be,""Myself as a teacher," and "The teacher I would like to be." The seven scales measure self perception along the dimensions of creativity, orderliness, warmth-supportiveness, satisfaction, clarity, energy-enthusiasm and non-conformity. Selection of items for the scales involved consideration of possible concept-scale and subject-scale interactions. Reliability estimates are reported. Construct validity is examined from the viewpoint of predicted systematic differences in self perception between male and female student teachers, and primary and secondary student teachers. Examples of the uses of the scales in evaluative research in teacher education are described. Two instruments, the Original Semantic Differential and the Professional Self Perception Questionnaire, are included as appendices. (Author/RL)

A study of the education and training of nurses in Australia by the Tertiary Education Commission of Australia is presented. In September 1977 the Minister for Education appointed a committee to advise the Commission on possible developments and changes in nurse education and training. Data were collected from visits and consultations with representatives of hospitals, professional nursing organizations, and related health care professionals. The report includes a brief historical review of the nursing profession and the current system of nurse education and training. Investigation into the current supply of Australian nurses and the financing and costs of their education revealed a lack of data about the number of nurses, their distribution by age, sex, qualification, type of practice, and geographical location. Problems related to hospital-based nurse education and issues influencing future nurse preparation are examined. Also addressed are: expansion and costs of nurse education in colleges of advanced education, psychiatric nursing and mental deficiency nursing, post-basic nurse education, and continuing education. Recommendations from the study focus on standardizing the accreditation and quality of nursing education. Specific recommendations are included for: basic nursing courses, post-basic courses, nurse educator programs, nursing staff development opportunities, and continuing education. It is also suggested that resources be made available by both the health and education systems for research into nursing education and evaluation of present nurse education programs. (BH)

The present state of language programs in Australia, the lack of a coherent language policy, important considerations for developing a national language policy, and long-term outcomes of a language policy are considered. Australia needs to consider the role of languages in society and the society's need for language skills. Among the present conditions are: declining language enrollments, lack of bilingual education instruction, poor translation and interpreter services, and reduced employment opportunities for adults who lack English skills. There has been a failure to respond to the nation's linguistic diversity. The interaction of cultures will be affected by the country's language policy. It must be decided whether multiculturalism also means multilingualism, and ways of developing favorable cross-cultural attitudes must be analyzed. In planning, a clearly defined and nationally accepted proficiency scale is needed. Adoption of the national language policy entails a statement of national belief in certain cultural, linguistic, and social values, and the policy must be embodied in legislation to guarantee linguistic and cultural rights. Adoption of a national language education policy is necesssary for the success of a national language policy. (SW)

Essays on the present and future states of research and development (R&D) units in colleges and universities are collected. The essays served as discussion papers for an annual meeting of heads of educational R&D units in Australia and New Zealand. "The Political Situation of Teaching-Research Units," by Terry Hore, encourages the formation of alliances with past clients, student associations, administrator and staff associations, administration, faculties of education, external agencies, and other units as competition for decreasing funds becomes more intense. "Some Effects of Accreditation Procedures on the Role of Research and Development Units in Colleges of Advanced Education," by Roger Swain, postulates that accreditation constraints have changed the units' roles from largely consultative and entrepreneurial to cooperative involvement in the institutions' functions. In "Managing Education Units in Times of Stringency," Robert Taylor gives suggestions for R&D unit directors to help assure survival in difficult economic times. "The Centre for the Advancement of Teaching at McQuarie University" (Australia), by Rex Meyer, explains how diversity in that R&D unit has prompted expansion. John Powell's "New Roles for Units?" recommends that units take on new functions such as departmental reviews throughout the university, or the evaluation of teaching and courses for increased accountability. In "New Roles for Units," Alan Lonsdale encourages R&D unit involvement in policy analysis and long-range planning for the institutions. The essays focus on Australia and New Zealand. Appended are the meeting agenda and list of participants. (MSE)

Recent Australian and New Zealand studies on college student workload are reviewed. Most of the studies have viewed workload questions in the broader context of arrangements for teaching, learning, and assessment. A Monash University, Australia, study assessed the total amount of work done by students, the distribution of study time between structured and unstructured work, and students' opinion about the amount and distribution of work. Additional Australian studies include a University of Queensland study that evaluated the relationship between student load in a subject and the credit point value of the subject. A Canterbury University, New Zealand, study calculated the mean hours of work completed by students and identified courses contributing to workload problems, while a Waikato University, New Zealand, survey established the range of assessment workloads operating for individual university students. Additionally, the student associations at the University of Otago and the University of Victoria, New Zealand, surveyed students concerning workload problems and the use of in-term assessment. Other studies are reviewed, and findings are listed that indicate wide variations in workload. Workload study questions and additional issues pertaining to workload are also identified. (SW)

The distance teaching counseling program for mature students at Deakin University, Australia, is discussed, along with the extent to which adequate counseling is provided for the distance student in Australia and other countries. Completion of admission and enrollment procedures for new off-campus students between June and December in the year prior to their starting the course helps prepare Deakin University distance students. The first teaching material is sent 5-6 weeks before the on-campus counterpart of the class begins, and a counseling package provides the following materials: information on potential problems, available resources, a self-assessment exercise to review reasons for college study at Deaken University, and advice on study techniques. Students can also request information on the nature and content of units being offered. In addition, a Saturday workshop helps students explore in more detail some of the issues raised in the counseling package as well as other student concerns. Needs assessment suggests the following conclusions: a single session or workshop is not sufficient to deal effectively with student needs; returning or continuing in college is more difficult for women; and high-risk students need to be identified and receive special programing. (SW)

A course for first-year architectural students is described. The approach concentrated on developing an understanding of the nature of design activity through exploration of the kind of thinking that may be applied in order to improve the first-year studio work. The course is based on the following premises: (1) it is possible and educationally desirable to separate a thinking process from any product that results from that process; and (2) beginning students bring with them knowledge and experience from their everyday life that provide a useful starting point for investigation of the activity of design, and it is desirable to proceed from this starting point. Studio work consistently differentiated between work relating to learning about the nature of design (process) and work where the end product of the process was the main concern. The pattern of work was: a project in which an intuitive approach towards satisfying certain design conditions was indicated; a series of projects aimed at exploring particular aspects of the process now shown to be a natural way of proceeding towards some desired future state and relating this to architectural needs; and an exercise designed to reach a satisfactory architectural expression meeting the conditions set. Projects included accommodation for architecture library in an existing space, accommodation for medical general practitioners, and an exhibition stand for solar energy hot water units. Implications of the approach for professional education are considered. (SW)

A set of four surveys conducted on behalf of the Committee of Inquiry into Education and Training (Department of the Prime Minister and Cabinet, Australian Government), 1977, is presented. The National Educational Survey, 1977, was a survey of 8000 students enrolled in the major sectors of post-secondary education in Australia: universities, colleges of advanced education, and technical and further education colleges. It interlocks with the National Survey of Post-Secondary Teaching Staff, of which there were three versions tailored to each of the major sectors. Some 4000 staff members were surveyed. The major variables of the National Education Survey were students' career planning and history, quality of the educational experience, and expectations for the future. The staff survey probed career paths of teaching staff, assessments of the educational experience being offered to students, and their views on the future of post-secondary education in Australia. Many questions were common to all four surveys, permitting inter-survey comparisons for selected items. As the first nationwide survey of the post-secondary education system, the data are of considerable significance for the establishment of national and cross-sectoral norms. Several variables are also suitable for international comparisons. (Author/PN)