The higher education – economic development ‘connection’ in Massachusetts: Forging a critical linkage?

This paper examines the "connection"between higher education and economic development in Massachusetts, a state whose renowned academic institutions have fueled the rise of a premier high technology industrial district. But in the aftermath to the abrupt demise of the Massachusetts Miracle, the state higher education system sought to develop a new mandate for public service in the 90s keyed to upgrading the state's industrial base and coordinating with labor market needs. These growing involvements in manifestly vocational endeavors seem to reflect a major shift in the models that articulate the higher education-economic development connection in Massachusetts. Thus, it appears that the elite model of the world-class research university sparking numerous industry spin-offs has been joined by newer diffusion-oriented models of academic outreach that extend out from the community colleges into the workplace and even into the K-12 schools.     

Awareness and use of academic research by doctoral students

Relationships between graduate education and academic research are intuitively accepted, but have been given limited examination. Using concepts suggested by Merton and Hagstrom, this study developed measures of recognition and association to assess student awareness of ambient research in their departments. Usefulness of campus research for the respondent's own work was explored in terms of the kinds of utility and its relative importance compared to other resources. A mailed survey of a sample of Ph.D. recipients in 18 departments from a major research university brought a 68% usable return, 470 subjects. Findings show a high level of research awareness, about 70%. The major utilities of research for doctoral students are identified as the theoretical leads and basic data sources.     

On defining quality of education

In this paper quality of graduates is distinguished from quality of education, which is renamed efficiency of education. The first concept is defined in a quantitative manner, the second by way of a set of 66 statements concerning the efficiency of education derived from judgements about the effectiveness of particular teaching methods in the achievement of different types of teaching objectives.Paper presented at the conference on Efficiency of Teaching Methods in Higher Education, organized by the University Teaching Methods Unit of the University of London, 6–7 April, 1976.     

The applicability of democratic principles and the mission of the university

The university's mission of serving as a fortress for freedom of speech, inquiry, and criticism of established truths is inextricably connected with democracy. Such a mission can be pursued only in a climate of genuine political and academic freedom. Three other aspects of democracy in the university are discussed: equality of access, university governance, and the public utility of the university. It is argued that equal representation or one man one vote cannot be applied in university governance because it comes into conflict with the notion of competence—a conflict that cannot be resolved by taking votes. Interest groups inside and outside of the university cannot be allowed to interfere with the free pursuit of knowledge. The internal audit, that is, peer review (by, ultimately, the international community of scholars) has to take precedence over vertical review by government bureaucracy.     

Language in education: Minorities and multilingualism in India

The question of education in India cannot be properly discussed without referring to its socio-linguistic context. This paper provides background information on the linguistic profile of India. The term minorities in the Indian context is defined, and the protection offered to linguistic minorities in the Indian Constitution is examined. A discussion of language policy in Indian education follows in which the recommendations of the different education commissions are analysed. The important issues covered include: the number of languages that are taught, the medium of instruction, and the educational policies regarding speakers of minority languages. The article also discusses different language movements and their impact on Indian education.

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Zusammenfassung Die Frage der Bildung in Indien kann ohne einen Bezug zum sozial-linguistischen Kontext nicht hinreichend diskutiert werden. Dieser Artikel liefert Hintergrundinformationen zum linguistischen Profil Indiens. Der Begriff Minderheiten wird im Zusammenhang mit Indien definiert und der den Sprachminderheiten in der indischen Verfassung zugestandene Schutz untersucht. Anschließend wird die Sprachpolitik im indischen Bildungssystem angesprochen und die Empfehlungen unterschiedlicher Bildungskommissionen werden analysiert. Die wesentlichen abgehandelten Themen beinhalten folgende Bereiche: die Anzahl der unterrichteten Sprachen, die Unterrichtssprache und die Bildungspolitik hinsichtlich der Sprachminderheiten. Der Artikel befaßt sich außerdem mit unterschiedlichen Sprachbewegungen und ihrem Einfluß auf die indische Bildung.

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Resumen La cuestión de educación en la India no podrá discutirse adecuadamente sin hacer referencia a su contexto sociolingüístico. Este trabajo provee informaciones de fondo sobre el perfil lingüistico de la India. Define el término de minorias en el contexto indio y examina la protección que la Constitución de la India ofrece a las minorías lingüísticas. A ello se agrega una discusión de la política lingüística en la educación india, en la que se analizan las recomendaciones de las diferentes comisiones de educación. Fntre otras cosas, los puntos tratados son: el número de lenguas que se enseñan, el medio de instrucción, y las políticas de educación referentes a las personas que hablan lenguuas minoritarias. El artículo también trata los diferentes movimientos lingüísticos y sus impactos en la educación en la India.

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Résumé On ne peut vraiment débattre la question de l'éducation en Inde sans la replacer dans son contexts socio-linguistique. Cet article fournit une information de base sur le profil linguistique de l'Inde. Il y définit le terme de minorités dans le contexte de ce pays et étudie la protection que la Constitution indienne assure aux minorités linguistiques. Il s'ensuit un exposé de la politique linguistique dans l'enseignement de ce pays, incluant une analyse des recommandations des différentes commissions pédagogiques. Les points essentiels traités portent sur le nombre de langues enseignées, la langue d'enseignement et les politiques pédagogiques touchant les locuteurs de langues minoritaires. L'article analyse enfin les différents mouvements linguistiques et leur influence sur l'éducation en Inde.

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The impetus theory: Between history of physics and science education

Through a physical, historical and epistemological analysis it is shown how much is wrong with the idea that relates impetus theory to a non-grown-up physical and epistemological conception. Indeed, it yields that impetus theory of Buridan and Oresme can be formalised and can furnish us a natural, non-violent interpretation of (classical) mechanics as well as a more general, physical hermeneutics of the world. Then, the possible relevance of impetus theory for science education is strongly pointed out.     

University and community: Evolving perceptions of the African university

For the past two decades universities in Africa have been engaged in a re-examination of their relationship with society. In the light of this, the popular characterization of the African university as reflecting colonial, international, stages of development, or levels of integration models, appears inadequate to describe the challenge involved in creating an African identity for the university. Similarly, conceptions of the university as an instrument for creating an educated, planned or changed society or to think of it in terms of preserving and reflecting the dominant features of society, seem inadequate to describe fully the demands of contemporary and future society upon the university. A new framework of thought is urgently required; such a framework would encompass the desired aims of both the university and society and the relationships - dynamic and organic - between them. This article attempts to formulate such a framework and indicates its implications for the structure, content and operation of the university in Africa.     

A map of postsecondary assessment

Although most discussions of postsecondary assessment focus on students' knowledge and skills, these cannot be fully understood without assessing the wasy they are influenced by other aspects of postsecondary education. These aspects are described in a map consisting of 20 points which depicts the flow of students through institutions and experiences from precollege to adulthood. Consideration of the map identifies areas where better assessments and models are needed, particularly the areas of adult learners, graduate and professional education, and the characteristics and plans of college seniors.     

Refugees and education in Canadian schools

This article summarizes some of the findings and recommendations of a research project focusing on the nature and needs of refugee students in Canadian schools. The school performance of refugee students is examined under the following headings: immigration regulations; initial identification, assessment, placement and monitoring; unaccompanied youngsters; at risk students; academic needs; the conflict of cultures. In particular, the article discusses the changing role of the school in the light of recent immigration trends. Many of the findings are applicable to other national settings.

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Zusammenfassung Dieser Artikel faßt einige der Ergebnisse und Empfehlungen eines Forschungsprojekts zusammen, das sich auf die Natur und die Bedürfnisse von Flüchtlingskindern in kanadischen Schulen konzentriert. Die Schulleistung der Flüchtlingskinder wird unter den folgenden Überschriften untersucht: Immigrationsvorschriften, ursprüngliche Identifizierung, Bewertung, Plazierung und Beobachtung, unbegleitete Schüler, Risiko studenten, akademische Bedürfnisse, der Konflikt der Kulturen. Der Artikel diskutiert im besonderen die sich ändernde Rolle der Schule hinsichtlich jüngster Immigrationstrends. Viele der Ergebnisse lassen sich auch auf andere nationale Gegebenheiten anwenden.

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Resumen Este artículo compendia algunos de los resultados y recomendaciones referentes a un proyecto de investigación que enfoca la naturaleza y las necesidades de estudiantes refugiados, en escuelas canadienses. El desempeño escolar de estudiantes refugiados se estudia bajo los siguientes aspectos: regulaciones de inmigración, identificación inicial, evaluación, colocación y asesoramiento; menores no acompañados, estudiantes de riesgo, necesidades académicas y el conflicto entre las culturas. En particular, el artículo trata del cambio que experimenta el papel de la escuela en vista de las tendencias de inmigración recientes. Muchos de estos resultados son aplicables a las circunstancias reinantes en otras naciones.

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Résumé Cet article présente un résumé des résultats et recommandations d'un travail de recherche, qui s'est penché sur les caractéristiques et les besoins de jeunes réfugiés fréquentant les écoles canadiennes. Les résultats scolaires de ces jeunes réfugiés sont étudiés par rapport aux critères suivants: réglementation de l'immigration; identification initiale, répartition, placement et suivi; mineurs non accompagnés; écoliers à risque; besoins intellectuels; conflits culturels. L'article examine en particulier l'évolution du rôle de l'école par rapport aux tendances apparues récemment dans la politique d'immigration. Nombre de ces résultats peuvent être appliqués à d'autres contextes nationaux.

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Insiders,outsiders, and the community college: A sociology of knowledge perspective

It is proposed that a more comprehensive view of the community college would emerge if a sociology of knowledge perspective toward analyses of that institution were adopted. Robert K. Merton's discussion of insiders and outsiders is applied to the often conflicting images of the role of the community college found in analyses of those affiliated with that institution (insiders) and those who view it from the vantage of the university (outsiders). It is suggested that a synthesis of insider and outsider perspectives is possible.     

A practical guide to zero-based curriculum review

This paper presents a systematic framework and practical guidelines for the implementation of a zero-based curriculum review (ZBCR). ZBCR begins with atabula rasa and the commitment that program faculty and an external advisory board will create a framework of competencies, knowledge bases, professional practices and skills which graduates should have. ZBCR is intended to help us move from an accidental curriculum to an intentional curriculum. Specific examples illustrate the structuring, conducting, and application of the results of the review. ZBCR maximizes the benefits of a fresh perspective and minimizes time and effort, with a situationally-flexible and reusable structure and process. ZBCR is based on procedures recently developed and used with success in reviewing the curricula of a department's programs at a major state university.He received his Ph.D. in higher education and economics from the University of Iowa. His research and teaching fields are postsecondary curriculum and instruction and economics of higher education.He received his Ph.D. from the University of Kentucky. His research and teaching has focused on educational administration and planning.     

Emeritus professors: Correlates of professional activity in retirement II

Dorfman (1980b) investigated correlates of professional activity in retirement of professors at a major state university who continued to reside in their academic community during the entire year. This follow-up study extends that research to the total population of emeriti by including emeriti who left the University community after retirement and emeriti who continued to live in the University community for part of the year. Interviews were conducted with 113 University of Iowa emeritus professors. There was consistency between level of professional activity during the preretirement career and level of professional activity in retirement for the entire group, with stayers more consistent than leavers. Significant correlates of professional activity in retirement for the entire group included rated importance of consulting and University service, strength of ties to colleagues and professional organizations outside the University, contacts with former students, and perceived rapidity of changes in knowledge in respondents' fields. Multiple regression results showed that the strongest predictors of professional activity in retirement were level of professional activity during the preretirement career and strength of ties to professional organizations outside the University.     

The correlation between education and earnings - a comment

In this note, Blaug's article in Volume 1, No. 1, is criticised on the grounds that the economic interpretation of the correlation between education and earnings is based on a mistaken view about the nature of capital; and hence human capital theories are logically incoherent.     

Exploring relationships between objective and subjective measures of instructional outcomes

This study reports on a pilot project in performance funding. A stratified random sample of 112 seniors at Tennessee Technological University participated in a special assessment exercise involving the ACT Battery and the ACT COMP (College Outcome Measures Project). The participants also completed a questionnaire designed to elicit self-reports of progress toward the realization of a set of institution-wide or general education goals. This article explores the relationships between objective ortest performance and subjective orstudent testimony instructional outcomes measures. Its specific focus is upon assessing the construct validity of student testimony data as indicators of selected general education outcomes. The implications of the findings for the better-informed selection, implementation, and interpretation of instructional outcomes measures are discussed.Presented at the Nineteenth Annual Forum of the Association for Institutional Research, San Diego, California, May 1979.     

Broken Links: The Ephemeral Nature of Educational WWW Hyperlinks

The use of distributed (Internet) resources to enhance both traditional and distance education has caused much excitement in the science education community. However, one of the difficulties with relying on such freely available distributed resources has been the lack of certainty that the resources will be available for students next month, next semester, or next year. We have recently been involved in the development of three graduate-level biochemistry courses designed for high school teachers. Development of these courses relied heavily upon distributed science education resources. As a consequence, they represented a set of authentic science education resources that could be monitored over time to determine their rate of extinction. In total, the three courses contained 515 nonredundant URLs representing either scientific content of science education pedagogy. These have been monitored on a monthly basis during the 14 months since the creation of the courses (August 2000). During this period 85 (16.5%) of the URLs have ceased to function or had their content changed. The most attrition was seen in URLs with the edu, com, and org domain names, in which 17.5, 16.4, and 11% have already become inaccessible.     

The Frontier of Web-based Instruction

In spite of advances in course design software and experience with online offerings, the question of how web-based education affects teaching and learning remains largely unanswered, and the terrain of online learning remains largely unmapped. In this paper, through the stories of 10 faculties of education and one computer science instructor in Ontario, we map out a small piece of the frontier of web-based course delivery and plot a course for future exploration. We argue that most existing offerings take the form of a Lone Ranger or Greenhorn approach but that there is a need to move toward a strategic institutional Wagon Train approach that consolidates and integrates support for online teaching and learning. We argue, as well, that failures in online instruction cannot simply be attributed to improper instruction or inappropriate course design. Rather, at least part of the problem locates in the ways in which conversation is structured in the online environment.     

Connecting Teacher Beliefs to the Use of Children’s Literature in the Teaching of Mathematics

This article presents examples that illustrate how teachers use childrens literature in the teaching of mathematics. The examples are related to four curriculum ideologies that have influenced mathematics education in the USA for the last 75 years. It discusses why it is relevant to help teachers understand the ideological positions that influence their use of childrens literature during mathematics instruction, summarizes the four ideological positions, and presents results of a study of how teachers ideological positions relate to their use of childrens literature in the teaching of mathematics. The study examines two research questionsCan an instructional tool be developed that will highlight for teachers the different ways in which they and others use childrens literature to teach mathematics? and Can that instructional tool stimulate teacher discussion and reflection about their own beliefs and the ideological nature of the instructional environment in which they learned (as students) and teach (as teachers)? Study results indicate that both questions can be answered in the affirmative.     

Modern education in ‘non-Western’ societies in the light of the world systems approach in Comparative Education

The mainstream of Comparative Education may be criticized from two directions: Firstly, for what we may call its overwhelming case and country-study tradition, which tends to neglect theoretical and integrative approaches of what should be the focus of attention: defining, conceptualizing and questioning human education and its respective institutions and processes — the school, family education, adult education, etc. — as the raison d'être of educational science, of which Comparative Education is an integral part. Secondly, for largely ignoring education in non-Western countries, either by sheer ommission of non-Western perspectives, experiences and studies or by the widespread tendency to separate non-Western realities into special branches such as thnicity and education, educational problems of the Third World or multi-cultural education. The world systems approach to Comparative Education proposed here tries to remedy these shortcomings in that it offers, firstly, a radically generalized theoretical perspective, because it aims at a theory of the modern school as it emerges from a global and comprehensive concept of comparison. Secondly, it presumes that non-European countries are not the outside world to our or their European or Western experiences, but instead that they form an integral part of what in short is to be termed the modem world. Hence non-Western societies have to be integrated into a truly comprehensive framework of comparative education, the object of which is to describe, analyse and understand the world-wide existence of structurally similar yet socially differentiated and ideologically distinct nation-state controlled education systems.

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Zusammenfassung Die Hauptrichtung der Vergleichenden Erziehungswissenschaft kann zwei Ansatzpunkte zur Kritik geben. Erstens vernachlässigt ihre überwiegende Tradition der Fallstudien und Länderstudien theoretische und integrative Ansätze dessen, was eigentlich ihr Schwerpunkt sein sollte: die Definition, Konzeptualisierung und Hinterfragung menschlicher Erziehung und ihrer entsprechenden Institutionen und Prozesse wie Familienerziehung, Erwachsenenbildung usw. als die grundlegende Aufgabe aller Erziehungswissenschaft, deren integraler Bestandteil die Vergleichende Erziehungswissenschaft ist. Der zweite Ansatzpunkt der Kritik ist die weitgehende Nichtbeachtung von Erziehung und Bildung in nicht-westlichen Ländern, entweder aufgrund eines völligen Fehlens nicht-westlicher Perspektiven, Erfahrungen oder Studien oder aufgrund der weitverbreiteten Tendenz, nicht-westliche Erscheinungen in spezielle Untergebiete abzuspalten wie Ethnopädagogik, Bildungsprobleme der Dritten Welt oder multikulturelle Bildung. Der hier vorgeschlagene WeltsystemAnsatz der Vergleichenden Erziehungswissenschaft versucht, diese Unzulänglichkeiten zu überwinden. Hierzu wird, erstens, eine radikal verallgemeinerte theoretische Perspektive angeboten, die auf eine Theorie der modernen Schule abzielt, so wie sie sich aus einem weltweiten und umfassenden Vergleich heraus ergibt. Zweitens wird davon ausgegangen, daß außereuropäische Länder nicht eine Außenwelt für unsere oder deren europäische oder westliche Erfahrungen darstellen, sondern daß sie stattdessen integraler Bestandteil dessen sind, was man abgekürzt die moderne Welt nennen kann. Deshalb müssen nicht-westliche Geselleschaften in einen wirklich umfassenden Rahmen der Vergleichenden Erziehungswissenschaft mit einbezogen werden mit dem Ziel, die weltweit verbreitete Existenz strukturell ähnlicher, sozial und ideologisch jedoch unterschiedlicher, staatlich kontrollierter Bildungssysteme zu beschreiben, zu analysieren und zu verstehen.

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Résumé Le courant majeur de l'éducation comparée peut être critiqué de deux points de vue. Premièrement, pour ce qu'on peut appeler sa tradition excessive d'études nationales ou d'études de cas, qui tend à négliger les approches théoriques et intégrantes de ce qui devrait être son centre d'intérêt, c'est-à-dire définir, conceptualiser et remettre en question l'éducation humaine, ses institutions et processus respectifs (l'école, l'éducation familiale, l'éducation des adultes, etc.) comme la raison d'être des sciences de l'éducation, dont l'éducation comparée fait partie intégrante. Deuxièmement, on peut le critiquer parce qu'il ignore en grande partie l'éducation dans les pays non occidentaux, soit en omettant purement les perspectives, les expériences et les études non occidentales, soit par la tendance répandue qui consiste à diviser les réalités non occidentales en sections spéciales comme l'ethnicité et l'éducation, les problèmes d'éducation du Tiers Monde, ou l'éducation multiculturelle. L'approche mondiale de systèmes de l'éducation comparée proposée ici tente de remédier à ces carences en offrant, premièrement, une perspective théorique fondamentalement généralisée, parce qu'elle vise à une théorie de l'école moderne tout en émergeant d'un concept de comparaison global, complet et général. Deuxièmement, elle présume que les pays non européens ne constituent pas le monde extérieur à nos expériences européennes ou occidentales ou aux leurs, mais plutôt qu'ils font partie intégrante de ce qu'on peut appeler en résumé le monde moderne. Donc, les sociétés non occidentales doivent être intégrées dans un cadre vraiment général d'éducation comparée, dont l'objet est de décrire, analyser et comprendre l'existence de par le monde de systèmes éducatifs d'Etat structuralement similaires, mais socialement diversifiés et idéologiquement distincts.

     

Choosing competency-based,humanistic and self-directed programs: The contribution of personality and reasoning

Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs.