New books

The Literacy Test for Immigrants: A Debate. University of Chicago, Chapter of Delta Sigma Rho, Chicago, 1916. Paper, pp. 62, $1.00.

The Brief‐Maker's Notebook. By WARREN CHOATE SHAW. New York: Ginn & Co., 1916. Cloth, $1.00.

The Elements of Public Speaking. BY HARRY GARFIELD HOUGH‐TON. New York: Ginn and Co., 1916. Cloth, $1.50.

Thinking as a Science. By HENRY HAZLITT. New York: E. P. Button & Co., 1916. Cloth, pp. 251. $1.00.

Universities Debaters’ Annual. Edited by EDWARD C. MABIE. White Plains, N. Y. The H. W. Wilson Company, 1916. Cloth, pp. 294. $1.80.

American Merchant Marine. Edited by E. M. PHELPS. White Plains, New York: The H. W. Wilson Company, 1916. Cloth, pp. xxviii+2180 $1.00.

Debaters’ Manual. Edited by E. M. PHELPS. White Plains, New York: The H. W. Wilson Company, 1916. Cloth, pp. x+181. $1.00.

Lessons in Public Speaking and Oral Reading for Class and Private Drill. By JOHN R. PELSMA. Austin, Texas, 1916. Published by the author. Cloth, pp. 58. $0.40.

Community Drama and Pageantry. By MARY PORTER BEEGLE and JACK RANDALL CRAWFORD. New Haven, Conn. Yale University Press, 1916. Cloth and boards, pp. 370. $2.50.     

Two different types of voice

Chief European Dramatists. Selected and edited by BRANDER MATTHEWS. Boston: Houghton Mifflin Company, 1916. Cloth, pp. 786. $2.75.

A Handbook of American Speech. By CALVIN L. LEWIS, Chicago: Scott, Foresman, and Co., 1916. Cloth, pp. 246. $0.80.

The Brief: With Selections for Briefing. By CARROLL LEWIS MAXCY. Boston: Houghton, Mifflin Company, 1916. Cloth, pp. 332. $1.25

The Essentials of Effective Gesture. By JOSEPH A. MOSHER, A.M., Ph.D. New York; Macmillan Co., 1916. Cloth, pp. VII+188. $1.00.

Complete Guide to Public Speaking. Compiled and edited by GRENVILLE KLEISER. New York: Funk and Wagnalls Co., 1915. Cloth, pp. XV+639.

AMERICA FIRST. By J. L. MCBRIEN. New York: American Book Company, 1916. Cloth, pp. 288. $0.65.

“The Tonsil and Its Uses”; By RICHARD B. FAULKNER, M.D., Philadelphia: The Blanchard Company, 1916. Paper, pp. 29. $1.00.     

Cultural and human capital,information and higher education choices

This study examines ways in which economic and sociological explanations of higher education (HE) choices may intersect through student’s use of information. We find substantial positive associations between intention to go to university in England and each of: (i) parents’ education; (ii) cultural capital; and (iii) expectations of the size of the graduate premium. We also find an association between beliefs about the size of the graduate premium and cultural capital. These results support an integrated model of participation in HE in which social and economic factors are treated as complementary rather than competing explanations. The results run counter to previous research which has found that associations between participation in HE and socio-economic status (SES) largely disappear once students’ attainment is taken into account. One policy implication of this research is that some indicators of SES (notably household income, eligibility for free school meals or parental occupation) are sub-optimal for interventions to widen participation in HE.     

Technical Education and the Humanities

“And the shoemaker was not allowed by us to be a husbandman or a weaver, or a builder–in order that we might have our shoes well made.”

Plato, Republic, Book II.     

Field Note: Standard Web Application for Information Exchange on Agroforestry in India

Abstract

Purpose

To explain how training and education events (TEEs) can be designed to increase the likelihood of achieving behavioural objectives.     

Evaluation of Information and Communication Technology Utilization by Small Holder Banana Farmers in Gatanga District,Kenya

Abstract

Purpose

The study was carried out to identify information communication technologies (ICTs) used in production and marketing of bananas, to determine factors influencing intensity of use of ICT tools and to assess whether use of ICT has a significant influence on adoption of tissue culture bananas by small-scale banana farmers in Gatanga District, Kenya.     

Expanding Integrated Pest Management Capacity: Rwanda Case Study

Abstract

Purpose

Rwanda is developing its agricultural capacity to meet the needs of national food security while addressing food demands and requirements of regional and international markets. The Rwanda Horticultural Export Standards Initiative was developed by the Ministry of Agriculture and Natural Resources in collaboration with Michigan State University to strengthen Rwanda's ability to meet both public and private standards for exports of food and agricultural products through capacity building.     

Universities in the Community‐The Role of the CCEs and Extension Services

The recent Green Paper, Higher Education. A Policy Discussion Paper, proposes that strategic planning be adopted by all tertiary institutions as part of a new style of management. ¹ 1. Higher Education. A Policy Discussion Paper, AGPS, Canberra, December, 1987. Chapter 7. This paper explains the nature and advantages of strategic planning, and the major elements involved in strategic planning within an analytical framework. Various strategies which can form part of the overall planning model are examined, with an emphasis on their financial aspects.

     

Circles and Communities,Sharing Practices and Learning: Looking at New Extension Education Approaches

Abstract

Purpose

Information technology (IT) has tremendous potential for fostering grassroots development and the Indian government has created various capital-intensive computer networks to promote agricultural development. However, research studies have shown that information technology investments are not always translated into productivity gains due to poor computer use by employees. In this context, a research investigation was conducted to develop a Computer Utilization Model that explains how individual and organizational factors influence computer utilization in extension organizations in India.     

How Dynamics of Learning are Linked to Innovation Support Services: Insights from a Smallholder Commercialization Project in Kenya

Abstract

Purpose

The important role of learning is noted in the literature on demand–driven approaches to supporting agricultural innovation. Most of this literature has focused on macro-level structural perspectives on the organization of pluralistic innovation support systems. This has provided little insight at the micro-level on the dynamics of demand articulation, and the related interplay of matching farmers' demand with supply of innovation support services. This paper contributes to understanding this interplay using the concept of the dynamic learning agenda.     

Medical educators’ metaphoric talk about their assessment relationships with students: ‘you don’t want to sort of be the one who sticks the knife in them’

Current perspectives in cognitive linguistics highlight the conceptual nature of cognition and how the conceptual metaphors we hold affect ways we think, talk and act. This study examines medical educators’ metaphoric talk to understand ways in which assessment relationships with students are conceptualised in order to understand why educators might ‘fail to fail’ underperformance in medical students. We conducted 10 focus groups with 70 educators at two UK medical schools. The audiotapes were transcribed and analysed using systematic metaphor analysis. The analysis revealed six over‐arching metaphors associated with the target domain of assessment relationships, i.e. assessment relationships as journey, war, sport, parentalism, machine and medicine. While medical educators conceptualised students’ academic failure in relatively innocuous ways (e.g. students’ failure to arrive at their destination; journey), they also conceptualised failure in harmful ways (e.g. students’ death; war). If medical educators hold the concept of assessment relationships as war, it is perhaps unsurprising that they are reluctant to fail students. We discuss these findings in light of existing literature and provide recommendations for designing training sessions through which assessors can address reluctance to fail underperformance. Such faculty development may aid assessors in identifying and using alternative metaphors to conceptualise the assessment relationship.     

MUNICIPAL ADMINISTRATION OF FORMER JESUIT COLLÈGES IN FRANCE, 1761–1763(1)

Ever since the 19th century–when the Unitarian state came to be–Western countries have accepted the principle of (state) intervention in the interest of the child.1 ¹ Cf. G. Tillekens (Ed.), Het opgelegde leren. Hoofdstukken uit de geschiedenis van de school (Nijmegen, 1986). T. Peters and L. Walgrave, “Maatschappelijk‐historische duidingen bij het ontstaan van de Belgische jeugdbescherming”, Nederlands Tijdschrift voor Criminologie, XX (1978) 2, pp.57‐70. This readiness to intervene has led to an ever expanding and increasing interventionism in the actual development of youth care.2 ² Cf. E. Verhellen, Jeugdbescherming en jeugdbeschermingsrecht (Antwerpen, 1989). With respect to any of these interventions, one can distinguish specific environmentally related effects.3 ³ Especially in matters of education, these specific environmentally‐related effects have been the object of research and compensating action. For a survey, see for instance H, Brutsaert, Gelijke kansen en leerlinggerichtheid in het secundair onderwijs (Leuven, 1986). A. Dewaele, De onderwijssituatie van de verschalende sociale groepen in Viaanderen. Een literatuurstudie met bijzondere aandacht voor de arbeidersgroep (Leuven, 1982). A. Demeyer, Het lager scolair rendement van arbeiderskinderen als sociaal probleem (Doctoral dissertation, Gent, 1975). C. Smets (Ed.), Onderwijs en vorming als hefbomen voor armoedebestrijding (Brussel, 1987). For specific environmentally‐related effects in juvenile justice, see M. Andriessen, “Kinderbescherming en gezinspolitiek”, in: P. Engelen e.a., Ouderschap in verandering (Lisse, 1986) pp. 260‐270. L. Walgrave, Uitgeleide aan de jeugdbescherming (Leuven, 1978). E. Verhellen, “Statusdelikten‐situaties: nieuwe variaties op een actueel ouder thema”, in: Het Statusdelikt (Gent, 1982) pp. 85‐103. Lower or unskilled working‐class children in particular tend to be highly “socially vulnerable’.4 ⁴ The term was launched by N. Vettenburg, L. Walgrave and J. Van Kerckvoorde in: Jeugdwerkloosheid, jeugddelinquentie en maatschappelijke kwetsbaarheid (Antwerpen, 1984). It refers to the danger encountered by population groups to suffer the negative effects of their contacts with social institutions. Yet, this social vulnerability cannot be considered apart from the overall frame of policy, in which both social institutions and youngsters with their families are actors. See, M. Bouverne-De Bie, ‘Over jeugdwerkloosheid, of: de gedwongen kwetsbaarheid van een generatie’, in: Panopticon, V (1984) 6, pp. 495–506. Findings like these raise questions as to the processes through which youth care has developed, as well as to the processes which contribute to the preservation of these specific environmentally related effects.

     

Book review

Gender & Technology: Empowering Women, Engendering Development** London and New York: Zed Books Ltd. . By Everts, Saskia (1998)

Privatising Agricultural Extension in India** Policy Paper 10, National Centre for Agricultural Economics and Policy Research, P.O. Box 11305, New Delhi 110 012, India, February 2000. 95 p. 64 . By Rasheed Sulaiman V and V.V. Sadamate.     

The Cleveland Conference

Human beings whose primal impressions come from a machine — it's the first time in history this has occurred ... a cloud settles over the country from coast to coast, a cloud of visual and aural symbols creating the new kind of thought‐environment in which Americans now live. ^{1 1}Ruth Goldsen, The Show and Tell Machine, (New York: Delta Pub. Col, 1975), pp. ix, l.

The ubiquitous box influences what we squirt, squeeze, smear. It has become the predominant inculcator of values. It has changed the long standing institutions of government, religion, and family. ^{2 2}Gail West, “The Effects of T‐V: A Bibliography,” The Living Light, 17 (Fall ‘80), p. 220.

     

How to combine objectives and methods of evaluation in iterative ILE design: lessons learned from designing Ambre-add

This article deals with evaluating an interactive learning environment (ILE) during the iterative-design process. Various aspects of the system must be assessed and a number of evaluation methods are available. In designing the ILE Ambre-add, several techniques were combined to test and refine the system. In particular, we point out the merits of combining measures of the ILE's impact on learning with analyses of the learner's activity. In this article, the approach used to evaluate Ambre-add is described and analyzed, and its advantages and disadvantages are discussed. Then, a general procedure for evaluating ILEs during iterative design is proposed.     

Universal Instructional Design and Critical (Communication) Pedagogy: Strategies for Voice,Inclusion, and Social Justice/Change

Abstract

The multiracial people's movement in the United States has expanded significantly in the last 10 years (Douglass, 2003 Douglass, R. E. 2003. “The evolution of the multiracial movement”. In Multiracial child resource book: Living complex identities, Edited by: Root, M. P. P. and Kelley, M. pp. 13–17. Seattle, WA: Mavin Foundation.  [Google Scholar]). Historically, community-based education programs have supported social movements in the United States (Collins &; Yeskel, 2000 Collins, C. and Yeskel, F. 2000. Economic apartheid in America: A primer on economic inequality &; insecurity, New York: The New Press.  [Google Scholar]; Sarachild, 1974 Sarachild, K. 1974/1978. “Consciousness-raising: A radical weapon”. In Redstockings of the Women's Liberation Movement, Feminist revolution, pp. 144–150. New York: Random House.  [Google Scholar]/1978), yet little has been written about how educational programs might serve the social and political movements of mixed-race people. This case study describes two community-based multiracial education programs by and for mixed-race people and suggests ways that each supports multiracial community organizing. The conclusion offers recommendations for shaping future multiracial education programs for multiracial people.     

Review Essay: Post-Traumatic Memories around the Globe

The Work of Preaching. By Arthur I. Hqyt. New edition. New York: The Macmillan Company, 1917. Cloth, pp. 389, Price $1.50.

Speech‐making. By R. D. T. Hollister. Ann Arbor, Michigan, George Wahr, 1918. Cloth, pp. 386.

Amateur and Educational Dramatics. By Evelyn Hilliard, Theodora McCormick, and Kate Oglebay. New York: The Macmillan Company, 1917. Cloth, pp. 169. Price $1.00.

The Aesthetics of Motion. By George H. Browne. The Turner Publishing Co., New Ulm, Minn. Pp. 46.

Winning Orations (in Contests of the Inter‐Collegiate Prohibition Association). Edited By Harry S. Warner, Chicago, Inter‐Collegiate Prohibition Association, 1917. Paper, pp. 184. Price 35c.

War Shock. By Eder, M.D. P. Blakiston's Sons &; Co., Philadelphia, 1917 Pp. 152.

Oral English. (The bulletin of the Alabama Polytechnic Institute, Auburn). Vol. 12, No. 8. October, 1917. Paper, pp. 55.     

Moving From the Lab to the Field: The Role of Fidelity and Achieved Relative Intervention Strength

Abstract

As an example of how the effectiveness of well-designed laboratory interventions is often diffused in the field, we examined the effects of a motivation intervention on students' perceptions and learning. The intervention proved to be more effective in the laboratory (g = 0.45) than the field (g = 0.05) in enhancing subsequent motivation. We explored this reduction in treatment effectiveness through a fidelity analysis that examined the extent to which participants responded to the treatment. We calculated fidelity as three indices of achieved relative treatment strength (Cordray & Pion, 2006 Cordray, D. S. . The cause … or the ‘what’ of what works?. Paper presented at the Institute for Education Sciences 2006 Research Conference. Washington, DC. June,  [Google Scholar]), and found that, regardless of how fidelity was calculated, achieved relative strength was about 1 standard deviation less in the classroom than the laboratory. In addition, greater levels of achieved relative strength were associated with greater differences in the motivational outcome—indicating that intervention was more effective for participants who actually received the treatment than those who did not. Multilevel analyses indicated that the drop in classroom treatment fidelity was partially because of teacher, rather than student, factors. Implications for theoretical models of change and research are discussed.     

Identity and Intimacy in Religiously Observant and Non-Religiously Observant Adolescents and Young Adults in Israel

Abstract

Ego identity and intimacy are two sequential stages, according to Erikson's theory. The objective of this study is to examine the relationship between ego identity and intimacy, as two continuous multidimensional variables among religious and non-religious individuals. Eight sample groups (age × gender × religious observance) comprising 308 subjects responded to The Adolescent's Ego Identity Scale (AEIS) (Tzuriel 1974 Tzuriel, D. 1974. Well-formed ego identity as contrasted with diffuse identity as a function of cognitive complexity, ethnocentrism, and nationality identification among oriental and western adolescents (in Hebrew), M. A. Thesis Ramat Gan: Bar-Ilan University.  [Google Scholar]; 1984 Tzuriel, D. 1984. Sex role typing and ego identity in Israeli oriental and Western adolescents. Journal of Personality and Social Psychology, 46: 440–457. [Crossref], [Web of Science ®] , [Google Scholar]; 1992a Tzuriel, D. . Ego identity and emotional disturbance at adolescence. Paper presented at the 25th International Congress of Psychology. Brussels.  [Google Scholar]) and to The Sharabany Intimacy Scale (1974). There was a difference in the ego identity variables' predictive profile for the various intimacy dimensions and the general intimacy score among the religious groups and among the non-religious groups, both for the two age groups (adolescents and adults) and for the two genders. A characterization of each group results from understanding these differential relationships. This research was conducted under the auspices of Orot Israel College.     

Crossing Disciplinary Boundaries: the potential of Sen's capability approach for sociologists of education

Rationality and Freedom AMARTYA SEN, 2002 London, Harvard University Press 736 pp., £25.04 ISBN 0 674 00947 9 Valuing Freedoms. Sen's Capability Approach and Poverty Reduction SABINA ALKIRE, 2002 Oxford, Oxford University Press 340 pp., £45.00 ISBN 0 19 924579 This important selection of essays by the in.uential Nobel Prize winning economist, Amartya Sen, deals with economic theory and social philosophy. Sabina Alkire's book combines a lucid exposition of the significance of Sen's work with an analysis of how it might be operationalised in development practice. Together with Sen's popular and now very widely read exposition of his key ideas in Development as Freedom (Sen, 1999) the works provide a new language to understand important social and economic processes. These recently published works also indicate some new directions debates concerning Sen's innovative ideas are taking. On the one hand, the connections across disciplines that Sen's work represents are being explored, partly by Sen himself and partly by those who have interpreted his ideas. On the other hand, the implications of Sen's work for examining practical approaches to social justice are emerging. While Sen's ideas have posed some central questions for debates in philosophy concerning equality, for discussions on social choice in economics, and for the reframing of the de.nition of ‘development’ in development studies, his work has had surprisingly little impact on discussions in sociology of education. Before considering what some of the potential of his thinking is for sociologists of education, some elements of his thinking need explanation.