Actos,Reuniones, Congresos,Convocatorias

Resumen

En este artículo, se reflexiona sobre las críticas hechas por Emilio Sánchez al Lenguaje Integrado. Estas críticas sugieren la necesidad de abrir paréntesis educativos donde se enseñe al niño a automatizar los procesos de reconocimiento de palabras, aspecto que no tiene en cuenta este movimiento. Sin embargo, veremos cómo la enseñanza aislada de estas habilidades ignora, por una parte, que la lectura y la escritura suponen adquirir conocimientos que van más allá del reconocimient o de palabras, y por otra, que dicho reconocimient o no se da sólo por vía fonológica, sino que precisa de otras vías de acceso léxico que funcionen en paralelo para que el reconocimiento sea efectivo en los procesos de comprensión de textos. Veremos cómo las actividades que propone el L.I. son las ideales para desarrollar estas habilidades.     

ISEI,ISCED, HOMEPOS,ESCS

Ziel dieses Beitrages ist es, verschiedene Indikatoren der sozialen Herkunft bei der Quantifizierung von sozialen Disparit?ten zu vergleichen. Im Mittelpunkt steht dabei der in PISA eingesetzte Index für den Economic, Social and Cultural Status (ESCS). Dieser umfasst sozio?konomische und kulturelle Ressourcen des Elternhauses und deckt damit das theoretische Konstrukt umfassender ab als andere Indikatoren der sozialen Herkunft. Anhand der internationalen Schülerdaten aus PISA 2003 und aus der nationalen Erg?nzungsstudie (PISA-E) wurden Regressionsanalysen mit verschiedenen Herkunftsindikatoren gerechnet. Neben dem ESCS wurden als Pr?diktoren der sozio?konomische Status (HISEI), der h?chste Bildungsabschluss umgerechnet in Bildungsjahre (PARED) und ein Index für h?usliche Besitztümer (HOMEPOS) berücksichtigt. Es zeigt sich, dass der ESCS in allen Bildungssystemen deutlich mehr Varianz in der mathematischen Kompetenz aufkl?rt als die Einzelpr?diktoren HISEI, PARED oder HOMEPOS. Auch in einer anschlie?enden Analyse zu sozialen Disparit?ten der Bildungsbeteiligung lieferte der ESCS differenziertere Befunde als der HISEI. Insgesamt wird der ESCS als valider und theoretisch umfassender Index der sozialen Herkunft eingesch?tzt.     

School and Society,July 1, 1979, to June 30, 1980

The Elementary School [Folkeskole]

In the past year, the folkeskole has been better material for the media than any time in the past, and its circumstances, its tasks, its content, and its results have been commented upon and discussed in both the national and the local press. In the school year 1979-1980, there were 740,000 pupils enrolled in these schools, including kindergarten classes (Jyllandsposten 4/19). The number of children is decreasing as reported by central authorities from the Minister of Education, for example, in Politiken, 1/16, which at the same time reports that the development of the school has therefore become difficult to control, as many municipalities have reported, e.g., Frederikshavn Avis 3/13.     

Instituciones,Servicios, Centros

El objetivo de este artículo es describir un programa informático realizado con el propósito de facilitar el aprendizaje del código dactilológico. Este programa debe entenderse en el contexto más general de proporcionar ayudas técnicas a las personas discapacitadas, así como a aquellas que se relacionan con ellas de manera directa, bien sea en contextos escolares, familiares o laborales.

Haremos, en primer lugar, una breve referencia al código dactilológico y su lugar en la comunicación entre personas con discapacidad auditiva, y en segundo lugar, una presentación del programa informático.     

Education,economy, and equality

This commentary undertakes a restricted analysis of the Reimer paper by focusing upon possible relations between education and the economy and the problem of equality of opportunity in the developing areas. It suggests that his interpretation of current trends is hardly adequate. Existing data would indicate that formal schooling can make a substantial contribution to development and the economic benefits that accrue to it are not monopolized by elites. Moreover, although education contributes to the maintenance of existing systems of stratification, it also frequently facilitates a good deal of mobility; Reimer's prediction of increasing class differentiation and status crystallization is by no means evident on the basis of existing materials. Finally, the assumptions underlying Reimer's conception of social change are essentially utopian in nature and the author has not really examined the strategic and tactical implications of his rhetoric.

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Résumé Cette critique fait une analyse limitée de l'article de Reimer en se restreignant aux relations possibles entre l'éducation et l'économie et au problème de la répartition égale des chances dans les endroits en voie de développement. On suggère que son interprétation des tendances courantes n'est point adéquate. Les données actuelles indiquent que l'éducation formelle peut contribuer considérablement au développement, et les bénéfices économiques qui lui reviennent ne sont pas le monopole des élites. En plus, bien que léducation contribue au prolongement des systèmes existants de stratification, elle facilite souvent la mobilité; la prédiction de Reimer d'une différentiation croissante de classe et d'une crystallisation de position sociale n'est pas basée sur les matériaux existants. Enfin, les suppositions qui forment la base de la conception de Reimer concernant le changement social sont essentiellement utopiques. Reimer n'a pas vraiment examiné les implications stratégiques et tactiques de sa rhétorique.

     

A Comment on Gray,Jesson, Goldstein,Hedger, and Rasbash

ABSTRACT

The instructional leadership role of the principal has received much attention in the literature. The present study draws upon emerging research and explores the basis for predicting school academic achievement from the instructional leadership behavior of principals. A model of instructional leadership was examined to determine its predictive power in correctly identifying high‐ and low‐achieving elementary and high schools in two distinct cultural contexts. A total of 265 teachers and principals from California and the Marshall Islands participated in the study. The results indicate that school academic achievement can be predicted from a knowledge of principal instructional leadership behaviors. The theoretical and practical implications of the results are discussed.     

Compelling diversities,educational intersections: policy,practice, parity

The ninth international Gender and Education Association Conference Compelling Diversities, Educational Intersections hosted by the Weeks Centre for Social and Policy Research, London South Bank University engages with key debates surrounding the interplay between dynamics of education, work, employment and society in the context of crisis, upheaval and cutbacks, which reconfigure axes of intersectional inequalities. In considering diversity in education, this conference looks at the relationship between new equality regimes and continued educational inequalities, exploring organisational ambivalence, change and resistance. Participants will be asking important questions about the role of feminist research at a time when education, and its variously placed subjects (academics, pupils, students, and policy-makers), wrestle with the commitments and contentions in doing diversity and being diverse. This brief commentary piece probes at what – and who – is being compelled into, through and for diversity and explores the promises, pay-offs and pains of diversity when siphoned off from equality, justice and parity as policy and practice goals.     

Discussion,debating, and research

THE ELIZABETHAN HOUSE OF COMMONS. By J. E. Neale. London: Jonathan Cape, 1949; New Haven: Yale University Press, 1949; pp. 455‐ $500.

SPEECH DEVELOPMENT OF A BILINGUAL CHILD. Vol. 3, Grammar and General Problems in the First Two Years. By Werner F. Leopold. Northwestern University Studies in the Humanities, No. 18. Evanston: Northwestern University, 1949; pp. x+200. $5.00.

SPEECH DEVELOPMENT OF A BILINGUAL CHILD. Vol. 4, Diary From Age 2. By Werner F. Leopold. Northwestern University Studies in the Humanities, No. 19. Evanston: Northwestern University, 1949; pp. ix+176. $5.00.

POWER AND MORALS. By Martin J. Hillenbrand. New York: Columbia University Press, 1949; pp. xiv+217. $3.25.

PROPHETS OF DECEIT. A Study of the Techniques of the American Agitator. By Leo Lowenthal and Norbert Guterman. New York: Harper and Brothers, 1949; pp. xvi+164. $2.50.

THE ANALYSIS OF PROPAGANDA. By William Hummel and Keith Huntress. New York: William Sloane Associates, Inc., 1949; pp. viii+222. $1.50.

THE ART OF SCENIC DESIGN. By Lee Simonson. New York: Harper and Brothers, 1950; pp. 174. $4.50.

HAMLET'S FATHER. By Richard Flatter. New Haven: Yale University Press, 1949; pp. viii+206. $3.75.

THE BACKGROUNDS OF SHAKESPEARE'S PLAYS. By Karl J. Holzknecht. New York: American Book Company, 1950; pp. x+482. $4.75.

THE CARDIFF GIANT. By A. M. Drummond and Robert E. Gard. Ithaca, New York: Cornell University Press 1949; pp. xiii+114. $2.25.

THE PLAYS OF NATHAN FIELD. Edited with Introductions and Notes by William Peery. Austin: The University of Texas Press, 1950; pp. x+346. $3.75.

THE THEATRE OF THE BRITISH ISLES EXCLUDING LONDON. By Alfred Loewenberg. London: Printed for the Society for Theatre Research, 1950. pp. x+75.

THE CONFEDERATE STATES OF AMERICA 1861–1865. By E. Merton Coulter. Baton Rouge: The Louisiana State University Press; Austin: The Littlefield Fund for Southern History of the University of Texas, 1950; pp. x+644. $7.00.

BRITISH BROADCASTING. A Study in Monopoly. By R. H. Coase. Cambridge: Harvard University Press. 1950; pp. ix+206. $2.75.

SCIENCE VIA TELEVISION. A Practical Guide for the Preparation and Production of Informational Television Programs. By Lynn Poole. Baltimore: Johns Hopkins Press, 1950; pp. xi+198. $3.50.

VISUAL AIDS. Their Construction and Use. By Gilbert G. Weaver and Elroy W. Bollinger. New York: D. Van Nostrand Company, Inc., 1949; pp. 338. $4.75.

CURRENT AFFAIRS AND MODERN EDUCATION. By James F. Corbett, Nathan Brown, Mildred B. Mitchell, and Marian S. Quigley, New York: The New York Times, 1950; pp. xiv+278. $1.50.

ARGUMENTATION, DISCUSSION, AND DEBATE. By A. Craig Baird. New York: McGraw‐Hill Book Company, Inc., 1950; pp. x+422. $3.75.

DISCUSSION IN HUMAN AFFAIRS. By James H. McBurney and Kenneth G. Hance. (Revised edition of the Principles and Methods of Discussion). New York: Harper and Brothers, 1950; pp. viii+432. $3.00.

CREATIVE POWER THROUGH DISCUSSION. By Thomas Fansler. New York: Harper and Brothers, 1950; pp. 221. $3.00.

GROUP THINKING AND CONFERENCE LEADERSHIP. Techniques of Discussion. By William E. Utterback. New York: Rinehart and Company, Inc., 1950; pp. vn+248. $2.50.

HANDBOOK OF GROUP DISCUSSION. By Russell H. Wagner and Carroll C. Arnold. Boston: Houghton Mifflin Company, 1950; pp. vii+322. $2.75.

BASIC SPEECH. By Jon Eisenson. New York: The Macmillan Company, 1950; pp. xi+344. $3.00.

SPEECH FOR EVERYDAY USE. By Elizabeth G. Andersch and Lorin C. Staats. New York: Rinehart and Company, 1950; pp. x+218. $2.50. STUDENT'S WORKBOOK; pp. 46. $.50. TEACHER'S GUIDE; 20 pp.

DYNAMIC PUBLIC SPEAKING. By George M. Glasgow. New York: Harper and Brothers, 1950; pp. xii+315. $2.50.

THE ART OF GOOD SPEECH. By Dwight L. Bolinger and Ralph Weiman. Philadelphia: Russell Press, 1948; pp. 159. $9.85.

COMMUNICATING IDEAS TO THE PUBLIC. A Practical Application of Public Relation. Relations to Everyday Problems in Human Communication. By Stephen E. Fitzgerald. New York: Funk and Wagnalls Company in association with Modern Industry Magazine. 1950; pp. xv+267. 13.50.

BUSINESS COMMUNICATION. By Everett C. Marston, Loring M. Thompson, and Frank Zacher. New York: Macmillan Company, 1949; pp. xii+537. $4.50.     

Logical Empiricism, Politics, and Professionalism

This paper considers George A. Reisch’s account of the role of Cold War political forces in shaping the apolitical stance that came to dominate philosophy of science in the late 1940s and 1950s. It argues that at least as early as the 1930s, Logical Empiricists such as Rudolf Carnap already held that philosophy of science could not properly have political aims, and further suggests that political forces alone cannot explain this view’s rise to dominance during the Cold War, since political forces cannot explain why a philosophy of science with liberal democratic, anti-communist aims did not flourish. The paper then argues that if professionalization is understood in the right way, it might point toward an explanation of the apolitical stance of Cold War philosophy of science.

Memory, maternal representations, and internalizing symptomatology among abused, neglected, and nonmaltreated children

A depth-of-processing incidental recall task for maternal-referent stimuli was utilized to assess basic memory processes and the affective valence of maternal representations among abused ( N  = 63), neglected ( N  = 33), and nonmaltreated ( N  = 128) school-aged children (ages 8–13.5 years old). Self-reported and observer-rated indices of internalizing symptoms were also assessed. Abused children demonstrated impairments in recall compared to neglected and nonmaltreated children. Although abused, neglected, and nonmaltreated children did not differ in valence of maternal representations, positive and negative maternal schemas related to internalizing symptoms differently among subgroups of maltreated children. Valence of maternal schema was critical in differentiating those with high and low internalizing symptomatology among the neglected children only. Implications for clinical intervention and prevention efforts are underscored.     

Class, Identity, and Teacher Education

This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance of deep class differences between themselves and many of their students, I propose that teacher education include coursework in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their “complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest, has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social class and educational attainment, on the construction of classed identities in spite of silence about class in public and academic discourse, and on pedagogies for teaching across class differences.     

Spatial thinking in science,technology, engineering,and mathematics: Elementary teachers' beliefs,perceptions, and self-efficacy

Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research.     

Computer,craft, complexity,change: explorations into science teacher knowledge

In this article we review the notion of teacher knowledge from four metaphorical standpoints – teacher knowledge as computer, as craft, as complexity and as change. We employ each of these metaphors to examine and analyse the work of one teacher of science. We draw implications from our analysis for teacher education, teacher development and the study of teaching.     

The Improvement of Teaching Based on Group Reports of the Oxford Conference,Miami University,Oxford, Ohio,July, 1947

The Diploma Disease: Education, Qualification, and Development by Ronald Dore. Berkeley: University of California Press, 1977. 227 pp. $15.00 cloth, $5.50 paper.

Public Policy and Private Higher Education edited by David W. Breneman and Chester E. Finn, Jr. Washington, D.C.: The Brookings Institution, 1978. $16.95 cloth, $7.95 paper.

Toward a New World Outlook: A Documentary History of Education in the People's Republic of China, 1949-1976 edited by Shi Ming Hu and Eli Seifman. New York: AMS Press, Inc., 1977. 335 pp. $21.50 cloth, $9.95 paper.

Classroom Discipline for Effective Teaching and Learning by Laurel N. Tanner. New York: Holt, Rinehart and Winston, 1978. 214 pp.

The Gifted and the Creative: A Fifty-Year Perspective edited by Julian C. Stanley, William C. George, and Cecilia H. Solano. Baltimore: The Johns Hopkins University Press, 1978. 284 pp. $4.95.     

Policies,Administration, and Management

Abstract

The chapters in Part IV of Handbook of Distance Education (2007), “Policies, Administration, and Management,” focus on the ways in which policies encourage or hamper the integration of distance education into mainstream educational institutions. The authors provide insights and perspectives into the key policies, roles, structures, processes, and standards that characterize the rapidly changing educational environment. The information in this chapter will be useful to distance education practitioners and leaders in responding to current challenges and in proactively influencing future change.     

Applied positive psychology: Improving everyday life,health, schools,work, and society

Multiple disciplines guide our practice, but none is more relevant than the wholesome approach of positive psychology. In Applied Positive Psychology: Improving Everyday Life, Health, Schools, Work, and Society (2011), the editors address four core areas: society, human development, institutional organizations, and future directions. The strength of this book lies in its comprehensive compilation of research‐based, applied, and integrated practices for improving the living, working, and social conditions of those we strive to help every day. Applied Positive Psychology: Improving Everyday Life, Health, Schools, Work, and Society (ISBN: 978‐0‐415‐87781‐7) is published by Routledge.     

Infant Temperament: Stability by Age,Gender, Birth Order,Term Status,and Socioeconomic Status

Two complementary studies focused on stability of infant temperament across the 1st year and considered infant age, gender, birth order, term status, and socioeconomic status (SES) as moderators. Study 1 consisted of 73 mothers of firstborn term girls and boys queried at 2, 5, and 13 months of age. Study 2 consisted of 335 mothers of infants of different gender, birth order, term status, and SES queried at 6 and 12 months. Consistent positive and negative affectivity factors emerged at all time points across both studies. Infant temperament proved stable and robust across gender, birth order, term status, and SES. Stability coefficients for temperament factors and scales were medium to large for shorter (< 9 months) interassessment intervals and small to medium for longer (> 10 months) intervals.