The present study examined the relationship among gender, creativity, depression, and attributional style among high-achieving adolescents. One hundred twenty-eight eighth- and ninth-grade high-achieving students completed the Torrance Test of Creative Thinking (TTCT), the Children's Depression Inventory (CDI), and the Children's Attribution Style Questionnaire--Revised (KASTAN-R CASQ). The results indicate that there were gender differences only on the verbal component of the TTCT, with females scoring significantly higher. For both sexes, there was a significant relationship between figural creativity and a depressogenic attributional style. However, for females, high verbal creativity was associated with low levels of depression and a positive attributional style.
In an attempt to understand the paucity of women in psychiatric research, a descriptive pilot survey of women psychiatry residents in three residency programs was undertaken in 1992 to investigate the factors that influenced career choice and interest in research. Only 5% of the respondents intended to pursue an academic career with an emphasis on research; 60% listed a research career as their last choice. Significant factors that affect professional training and subsequent career choice included the women's desire for a nurturing training environment, availability of mentors/role models, and personal and family considerations.
High-stakes testing has become a mainstay of educational policy making, with researchers and theorists across the country offering insight into two major questions around the initiatives: How do teachers change their classrooms to support student performance on the tests? How do students fare under new high-stakes accountability? Little work has examined the role that principals play in mediating the context of high-stakes testing. Rather than seeing principals as middle management for the system’s accountability practices, this article offers a typology of a spectrum of school leadership styles across four matched pairs of schools withinthe same high-stakes testing environment, examining the role leadership played during the course of a decade in framing how schools would respond to the testing environment. Principals’ philosophies about their staff and roles as leaders were reflective of teachers’ approaches to instructional changes and were also related to schools’ long-term achievement gains.
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