Oral History Interview: George W. Rice

This interview is one of a series titled the Veterans History Project. George W. Rice was a World War II veteran in the United States Marine Corps. He discusses: brief information about his experiences before the war; being drafted; detailed information about his military training; very detailed information about his service and experiences during the war in the Pacific campaigns; catching hepatitis from drinking bad water; hearing that the war was over; his life and employment after the war; a brief discussion of his friends in the service; and other topics.https://mds.marshall.edu/oral_history/1553/thumbnail.jp

Learning climate and the satisfaction and alienation of law students.

Campbell and Stanley's Recurrent Institutional Cycle Design was applied to the law school setting. The design combined the longitudinal and cross-sectional approaches.The implications of this study indicate that university administrators need to be aware of the influence institutional learning climate exerts on students. The enhancement of scholastic achievement and the improvement of student functioning may be, in part, dependent upon an administrator's ability to observe, analyze and alter learning climate.The Mann-Whitney U test and the Wilcoxon Matched-Pairs Signed Ranks Test were used to analyze data associated with functional groups 1 and 2. The Spearman Rank Correlation Coefficient measured the relationship between variables included in hypotheses associated with function 3.The site for the study was the School of Law of a small private university in Southwestern United States. The population of the study consisted of all 210 full-time male students from each of the law classes enrolled in the day division.Significant relationships between learning climate and student satisfaction were found in two of the five law school groups analyzed separately. Significant correlations resulted between learning climate measets and alienation scales within each law class. Powerlessness, as a sense of alienation, was significantly associated with student dissatisfaction. The first year students' sense of social estrangement was inversely related to relatively lower scholastic achievement.Contemporary law students have expressed concern about certain legal education practices and pedagogical techniques. Student adjustment and scholastic achievement may be affected by the learning climate of the law school. University administrators are challenged with the opportunity to continually evaluate each phase of the educational process to assure maximum student functioning. Therefore, the purpose of this study was to investigate the learning climate of a law school and to measure the relationship between that climate and student satisfaction and alienation.The literature review prompted the investigation of ten hypotheses functionally grouped into the following categories: (1) observation of perceptual and affective changes among first year law students; (2) discovery of differences between the three law school classes on measures of learning climate, satisfaction and alienation; and (3) investigation of the relationships between learning climate, satisfaction, alienation and scholastic achievement.The existence of multiple climates within a law school was not observed. It was concluded that the law school climate was relatively homogeneous within the organization as perceived by students. New law school students reported significantly higher overall satisfaction levels than either second or third year students. Results supported the proposed existence of an inverse relationship between length of attendance and student dissatisfaction. No significant differences in alienation levels were discovered between law school classes.The data was analyzed through the application of SPSS on an IBM 370 Model 148 computer.The lack of significant and consistent differences between groups required the researcher to conclude that there were no significant changes in learning climate perceptions, student satisfaction with the learning process, or student alienation during the first year of law school

Developing A Model Inservice Program For Preparing Secondary Administrators To Be Effective Instructional Supervisors

The intent of this study was to provide an answer to the following question: What are the necessary experiences, proficiencies, and skills that an instructional supervisor should have in order to become the teacher educator his position, as currently perceived by educational leaders in the areas of supervision, educational research, and teaching requires? ; On the basis of conclusions drawn through research in the professional literature, a detailed training model was developed to help prepare secondary administrators to be effective instructional supervisors. These conclusions included: (1) A meaningful inservice experience must include an opportunity for each building administrator to examine his own commitment to personal growth and development and his commitment to the professional growth and development of those with whom he works. (2) Inservice experiences should include opportunities for administrators to evaluate and improve their personal interpersonal skills in the areas of communications and human relations. (3) The administrator should have inservice opportunities which will allow him to develop a repertoire of instructional strategies and skills and which will enable him to become a resource for the classroom teacher. (4) The effective instructional supervisor must be able, on the basis of valid and reliable teacher effectiveness research, to help the teacher analyze and improve his planning, teaching, and evaluating processes. Inservice experiences should be provided in this area. (5) The inservice experiences must include giving administrators a chance to learn to use a supervisory model which is consistent with his district\u27s philosophy and objectives. (6) The planners for the inservice training must do everything possible to insure that the environment will be an appropriate one in which change can take place