Thirty-first annual listing of dissertations arranged by subject according to geographical divisions. Entries include researchers's name, title of project, institution, academic department, faculty supervisor, and expected date of completion. Available from American Theatre Assoc. 1010 Wisconsin Ave., N.W., Suite 630, Washington, D.C. 20007; sc…

Thirtieth annual listing of dissertations, arranged, for the most part, by subject according to geographical divisions. Entries include researcher's name, title of project, institution, academic department, faculty supervisor, and expected date of completion. Available from American Theatre Assn., 1000 Vermont Ave., N.W., Washington, DC 20005, sc…

Describes the use of personal journals in a graduate course on human sexuality. Students were asked to keep journals of observations of sex in the environment--e.g., magazines, TV, people's interactions--and their reactions to it. (AM)

Discusses the need for health care psychology to broaden its understanding of the health field. Describes a joint MPH (Masters in Public Health)/Ph.D. (in psychology) program recently established at the University of Alabama to combine the perspectives offered by psychology and public health. (GC)

Discusses the rationale and benefits of internship programs for library students in special libraries, suggests work programs, and considers sample intern projects. Six references are cited. (FM)

Twenty-ninth annual report of dissertations in progress in theater arts in the United States. Dissertations are arranged, for the most part, by subject according to geographical divisions. Entries include researcher's name, title of project, institution, academic department, faculty supervisor, and expected date of completion. (PD)

What a realistic training program should require, given a broad scope of research methodology, is discussed. Considering the core of evaluation research training, the diversity of methodologies raises issues about what is to be taught and how the involvement of students in actual projects is discussed. (Author/GK)

Cleveland State University's graduate level values clarification introductory course aids students in (1) explaining the rationale and objectives of values clarification, (2) clarifying their own values concerning personal and professional decisions, and (3) implementing the process in their own school education. (MB)

The rationale and need for including a component on the management of learning systems in a graduate program is discussed. The major components associated with managing learning systems are described to provide ideas for the content of a graduate degree program. (Author)

Through a substantive grounded theory case study emerged conceptual categories related to the craft of experienced graduate research supervision: temporal-futurizing, ruling-requiring, motivating-alliancing, critiquing-comprehending, intellectualizing-presiding. These were compared with the qualities of novice supervisors. (Contains 41…

Correlations and t-tests of data from 267 master of social work students found significant relationships between attitudes toward end-of-life planning and knowledge, comfort level, and personal desire for treatment; 57% were knowledgeable about living wills. Age, gender, and race accounted for only a small portion of variance in attitudes.…

A longitudinal study of 403 Australian nurses who undertook postgraduate studies received 236 responses. Respondents indicated that postgraduate education had an impact on a number of professional behaviors but little or no effect on others, such as autonomy, time management, use of computers, and communication with patients. (Contains 25…

Uses single-group pretest-posttest design to examine the impact of problem-based learning (PBL) on problem-framing ability of students enrolled in the Prospective Principals Program at Stanford University. Finds that the greater the students' exposure to PBL the greater their problem-framing ability. (Contains 30 references.) (PKP)

Effective mentors engage in six key behaviors: establishing trust, advising, introducing alternatives, challenging, motivating, and encouraging initiative. These functions comprise the complete mentoring role. Adult educators who understand good mentoring understand good teaching. (Contains 23 references.) (SK)

Describes the use of synchronous (chat) and asynchronous (bulletin board) communication in a graduate course at the University of Saskatchewan. Concludes that synchronous communication promoted a strong sense of community and continuity, but asynchronous communication was better for dealing with content. (LRW)