Chi/Square analyses of the responses of 470 male graduate students in psychology revealed significant relationships at the .05 level of confidence between and within person oriented occupations and non person oriented occupations in psychology. (Author)

Comparison of two groups of graduate students on each of three achievement criteria gave no evidence that either of two pretests (one course-relevant cognitive, the other non-relevant affective) was influential. (NH)

Twelve college seniors in an English methods course were assigned to three treatment groups, Grammatical, Holistic, and Both. Each group received different instructions but graded the same 10 themes. Themes graded for grammatical errors received lower grades than the same themes graded holistically. (NH)

The pressure to publish or perish has become intense, not only for untenured faculty but even for graduate students. Students need time to read, discuss, listen, and think. Both psychology as a field and society as a whole would be better served by thoughtful relevance than by rushed publication. (CS)

Reflects on the number of English doctoral graduates who find careers in nonacademic fields and suggests that graduate programs in English could offer more practical career preparation. (AEA)

Presents advice for doctoral students and probationary faculty; points to consider in pursuing a Ph.D. in journalism and mass communication; and ideas on finding a good job, earning tenure, succeeding as a researcher, surviving the review process, advancing in academia, and enjoying academic life. (PA)

Explores the identity development experiences of master's-degree counselor education students. Grounded theory procedures generated a tentative substantive theory that conceptualized these experiences. The theory illustrated how counselors-in-training used a recycling identity formation process that involved conceptual and experiential learning…

Examined the development of initial faculty identities of doctoral students in education as they transitioned to the professorate. Identified five archetypal pathways to the professorate: anointed, pilgrim, visionary, philosopher, and drifter. (EV)

Superintendent describes nine reasons why she loves teaching graduate courses in educational administration: Respect, no parents, eager learners, candor, teaching and learning, personal academic growth, perspective, show time, and influencing the future. (PKP)