Search

In order to investigate counselor effectiveness in urban secondary schools, guidance personnel developed a ninth grade and a twelfth grade Counseling Accountability Questionnaire. Data collected were processed for city-wide and individual school results. Items dealing with help received and the reaction of students to their relationship with counselors were tallied as to student responses by sex, race, achievement level, plans after high school, and the number of interactions with counselors. Results show two trends: (1) minority students responded more positively than others; and (2) noncollege-bound students responded more positively than college bound. Little consistent difference was evident based on sex and on achievement level. Implications of the resulting data include the following: (1) individual counseling programs can be studied from the students' point of views, (2) staff development programs for counselors can be more efficiently planned to meet student needs; and, (3) student priorities concerning counseling services can be readily identified. (Author/SES)

Findings presented in a lengthier evaluation report of a reorganized junior high program in Minneapolis during the 1971-72 school year are summarized. In the Jordan component of the program, two counselors coordinated six workshops attended by about half of the teachers who had at least one seventh grade class. Teachers reported improved contact with counselors during the 1971-72 school year from that of the previous year. A questionnaire administered to students indicated that students also had more contacts with the counselors during the 1971-72 school year than in the previous one and that the students had positive attitudes toward their counselor. Parental involvement did not increase over the two-year period. In the Marshall-University component, teacher-counselor teams were set up to work with half of the students in grades seven and eight. All teachers felt that the team approach helped meet the needs of some students and that the counselor was a useful member of the team. The majority of the students felt that the team concept was better for students than not having teachers and counselors work as a team. Parental comment toward the team concept was generally positive. (CK)

Three years after high school graduation, relationships were found between high school curriculum, job classification, job satisfaction, and satisfaction with high school preparation. (Author)

One way in which the arguer can satisfy the demands of objectivity is by taking into account appropriate dialectical material such as objections, criticisms, counterarguments, alternative positions etc. In this paper, I will argue that there are important differences between a criticism and an objection; that is to say, we should make a distinction between them. In the paper, I will do the following. First, I will review some pertinent literature. Second, I will give my reasons for thinking there is a distinction. Here I will be relying on insights from J. L. Austin and L. Wittgenstein. Third, I will make the distinction between an objection and a criticism by providing a definition of each term with appropriate supporting considerations. Finally, I will give my reasons for believing that the distinction is an important one by showing its utility in argumentation theory.

The notions of defeasibility and defeasible reasoning have generated a great deal of interest in various research communities. Here I want to focus on their use in logic and argumentation studies. I will approach these topics from the perspective of an informal logician who finds himself struggling with some issues that surround the idea of and the deployment of the concept of defeasibility. My intention is to make those struggles as clear as I can.