Reviews

Clark , M. M. (1976). Young Fluent Readers. Pumfrey , P. D. (1976). Reading: Tests and Assessment Techniques. Moyle , D. and Sykes , E. (1976). Talk-a-Rounders.     

Reviews

Wingfield , E. and H. (1976). Playbooks 1, 2,3 and 4. Taylor , D. and J. (1976). Finger Rhymes. Number Rhymes. Memory Rhymes. Talking Rhymes. Action Rhymes. Dancing Rhymes. Various Authors (1976). Ladybird Leaders. Reptiles. Seals and Whales. Living Things. The Tree. Air. Deserts. The Stream. Mackay , D. and Simo , J. (1976). Help your child to read and write and more. Landeck , Beatrice (1975). Learn to Read, Read to Learn.     

Freedom of Speech: Its Exercise and Its Interpretation

Common Sense and the Curriculum. By R. Barrow. Pp. 169. London: Allen and Unwin, 1976. £5.25 hardback (£2.50 paperback).

Curriculum: An Introduction. By David Jenkins and M. D. Shipman. Pp. ix, 133. London: Open Books, 1976. £1.25.

Designing the Curriculum. By Hugh Sockett. Pp. ix, 133. London: Open Books, 1976. £1.25.

Changing the Curriculum. By Barry MacDonald and R. Walker. Pp. x, 134. London: Open Books, 1976. £1.25.

Curriculum Evaluation. By David Hamilton. Pp. viii, 136. London: Open Books, 1976. £1.25.

Knowledge and Schooling. By Richard Pring. Pp. viii, 134. London: Open Books, 1976. £1.25.

Rational Curriculum Planning: Four Case Studies. Edited by Jack Walton, John Welton. Pp. 172. London: Ward Lock Educational, 1976. £2.75.

Developments in Mathematics Teaching. By F. R. Watson. Pp. ix+142. London: Open Books, 1976. £1.75.

On the Meaning of The University. Ed. Sterling M. McMurrin. Pp. 123. Salt Lake City: Univ. of Utah Press, 1976. $8.

Education in the West of England 1066–1548: Cornwall, Devon, Gloucestershire, Somerset, Wiltshire. By Nicholas Orme. Pp. xiii, 239. Exeter: University of Exeter Press, 1976. £7.50.

The Scottish Sixth. By A. Mcpherson and G. Neave. Pp. 170. Windsor, Berks: N.F.E.R. Publishing Company, 1976.

Myth and Literature. By William Righter. Pp. 132. London and Boston: Routledge &; Kegan Paul, 1975, £3.50.

Daydreaming and Fantasy. By Jerome L. Singer. Pp. 281. London: George Allen &; Unwin Ltd., 1976. £4.50.

The Creative Vision: A Longitudinal Study of Problem Finding in Art. By J. W. Getzels and M. Csikszentmihalyi. Pp. 293. Chichester: John Wiley and Sons Ltd., 1976. £14.30.     

The schools of the Royal Academy

The Evolution of Educational Thought (Lectures on the Formation and Development of Secondary Education in France). By Emile Durkheim. Translated by Peter Collins. Pp. 354. London: Routledge and Kegan Paul, 1977. £7.50.

Born Curious: New Perspectives in Educational Theory. By R. A. Hodgkin. Pp. vii, 131. London: John Wiley and Sons, 1976. £5.50.

Equalities and Inequalities in Education. Edited by P. R. Cox, H. B. Miles and J. Peel. London: Academic Press, 1975. Pp. xx, 144. £4.50. ISBN 0–12–194240–6.

Civic Education in Ten Countries. By J. V. Torney, A. N. Oppenheim, R. F. Farnen. Stockholm: Almqvist &; Wiksell; London: John Wiley, 1975.

Problems in Primary Education. By R. F. Dearden. Pp. 132. London, Henley and Boston: Routledge and Kegan Paul, 1976. £3.00.

Educational Research in Classrooms and Schools. By Louis Cohen. Pp. xvi, 426. London: Harper and Row, 1976. £8.50.

The Dissemination of Curriculum Development. By Jean Rudduck and Peter Kelly. Pp. 111. Windsor: NFER Publishing Company, 1976.

Developments in Design Education. By John Eggleston. Pp. x+138. London: Open Books, 1976. £1.75.

Handbook of Environmental Education. Edited by R. N. Saveland for the International Union for Conservation of Nature and Natural Resources, Morges, Switzerland. Pp. 267. London: John Wiley and Son, 1976. £7.50.     

Samuel wilderspin and the early infant schools

A Mirror to Kathleen's Face: Education in Independent Ireland 1922–60. By D. H. Akenson. Pp. x, 224. Montreal and London: McGill‐Queen's University Press, 1975. n.p.

Childhood in China. Edited by William Kassan. Pp. xiii, 221. New Haven and London: Yale University Press, 1975. £6.80 cloth, £2.20 paper.

Theory and the Practice of Education. Edited by Anthony Hartnett and Michael Naish. Vol. One, pp. 204; Vol. Two, pp. 189. London: Heinemann Educational Books, 1976. £3.50 each vol.

Curriculum Design. Edited by M. Golby et al. Pp. iv, 536. London: Croom Helm, 1975. £8.50 (Open University Reader).

Curriculum Innovation. Edited by A. Harris et al. Pp. x, 388. London: Groom Helm, 1975. £7.50 (Open University Reader).

Curriculum Development: Theory into Practice. By D. Tanner and L. N. Tanner. London: Collier Macmillan Publishers, 1975. £8.50.

Curriculum, School and Society. Edited by P. H. Taylor and K. A. Tye. Windsor: National Foundation for Educational Research, 1975. £5.65.

Dissemination of Innovation: The Humanities Curriculum Project. By Jean Rudduck. Pp. 173. London: Evans Methuen Educational, 1976, for the Schools Council. £2.10 net.

Sociology, Equality and Education. By Anthony Flew. Pp. 143. London: Macmillan, 1976. £4.95.

Political Education and Stability. By Ted Tapper. Pp. 265. London and New York, 1976. £7.75 and $17.05.

? There is a surprising number of misprints for a book which seeks above all to be ‘scholarly’. The most extravagant is the retitling of Rose's well‐known book on Ulster as Governing With Consensus! (at p. 235)

English Popular Education, 1780–1975. By David Wardle. Pp. 197. Cambridge University Press, 1976. £3.95. Paperback £1.95.

Women Teachers in the 20th Century in England and Wales. By Geoffrey Partington. Pp. ix, 107. Windsor: NFER Publishing Co., 1976. £2.95.

Management in Education: The Management of Organizations and Individuals. Edited by V. Houghton, R. McHugh and G. Morgan. Pp. 436.

Management in Education: Some Techniques and Systems. Edited by L. Dobson, T. Gear and A. Westoby. Pp. 405.

Both from Ward Lock Educational in association with the Open University Press, 1975. Each volume £10.50 hardback, £4.45 paperback.

Religious Education for Secondary Schools. By David Konstant. Pp. 359. London: Search Press and Macmillan. £4.25.

Piaget Sampler. By Sarah F. Campbell. Pp. x, 154. U.S.A.: John Wiley and Sons Inc., 1976. £6.10 cloth, £2.65 paper.     

LANGUAGE

The Schools That Fear Built by David Nevin and Robert E. Bills. Washington, D.C.: Acropolis Books Ltd., 1976. 186pp. $10.00.

Ideology and Education by Richard Pratte. New York: David McKay Company, Inc., 1977.305 pp.

Helping Students Help Themselves: How You Can Put Behavior Analysis Into Action in Your Classroom by Dwight L. Goodwin and Thomas J. Coates. Englewood Cliffs, N.J.: Prentice-Hall, 1976. 205 pp.

The Politics of Higher Education: Lawmakers and the Academy in Illinois by James Dunlap Nowian. Urbana: University of Illinois Press, 1977. 109 pp. $2.95.

Education for Human Development: Understanding Montessori by Mario M. Montessori, Jr. New York: Schocken Books, 1977. 119pp. $7.95.

Gaming: The Future's Language by Richard D. Duke. New York: John Wiley and Sons, Halsted Press Division, 1974. 223 pp. $11.50.

Teacher Expectations and Pupil Learning by Roy Nash. Boston: Routledge &; Kegan Paul, 1976. 89 pp. $7.75.     

Shorter Notices

Hoffman , M. (1977). Reading, Writing and Relevance. Jackson , S. (1977). Oxford Junior Workbook, 1A, 2A, 3A and 4A. Riddell , G. and Gulland , D. (1975). Teaching: Active or Passive. Lewis , L. (1977). Attack-a-track. Spooncer , F. A. (1976). The Development of Reading, The Evaluation of Reading. Williams , A. (1971). Reading and the Consumer. Zimet , S. G. (1977). Print and Prejudice.     

Curriculum Studies and Education for Teaching

This article is the second of two papers by Michael Golby on Curriculum Studies, the first of which appeared in Education for Teaching, 100, Summer 1976.     

The twofold character of comparative education: Cross-cultural comparison and externalization to world situations

Member of the Executive Committee of the Comparative Education Society in Europe. His research work focuses on the comparative social history of education. His publications include two books on France, Die französischen Universitäten 1945–1968 (1972) Schulreform und Bildungspolitik in Frankreich (1974), Geschichte der Pädagogik und systematische Erziehungswissenschaft(co-editor) (1976), and Theories and Methods in Comparative Education(1988). He has published numerous articles in scholarly reviews, especially in Zeitschrift für Pädagogik.     

PSYCHOLOGY

Landscapes of Learning by Maxine Greene. New York: Teachers College Press, 1978. 255 pp.

The Imperfect Panacea: American Faith in Education, 1865-1976 by Henry J. Perkinson. New York: Random House, 1977, Second Edition. 236 pp.

Innovation in Organizations: Innovation in School Organizations by Richard L. Daft and Selwyn W. Becker. New York: Elsevier North-Hollard, Inc., 1978. 277 pp. $15.95     

Reviews

Marzollo , J. and Lloyd , J. (1977). Learning through Play. Meek , M., Warlow , A. and Barton , G. (1977). The Cool Web: the Pattern of Children's Reading. Hoffman , M. (1977). Reading, Writing and Relevance. Jackson , S. (1977). Oxford Junior Workbook, 1A, 2A, 3A and 4A. Riddell , G. and Gulland , D. (1975). Teaching: Active or Passive. Lewis , L. (1977). Attack-a-track. Spooncer , F. A. (1976). The Development of Reading, The Evaluation of Reading. Williams , A. (1971). Reading and the Consumer. Zimet , S. G. (1977). Print and Prejudice.     

The International Baccalaureate and ‘growth scepticism’: a ‘social limits’ framework

The number of schools offering the programmes of the International Baccalaureate (IB) hit 3000 in July 2010. Since 2004 the IB has aimed for further growth within a ‘wider access’ and ‘greater impact’ paradigm. A further 7000 schools are expected to be involved by 2020. However, there is now considerable concern about growth, especially within the ‘international school movement’ who see it as compromising quality. This recent phenomenon can be termed ‘growth scepticism’ in the same way economic growth is now questioned as desirable. This paper charts this development and argues there is room for a much wider framework of analysis, viewing the global growth of the IB within a social and moral lens. This paper takes the economist Fred Hirsch’s 1976 Hirsch, F. 1976. The social limits to growth, Cambridge, MA: Harvard University Press. [Crossref] , [Google Scholar] book The social limits to growth as its core theoretical framework, linking growth to potential social externalities such as increased competition and the commercialization of society.     

A comparison between junior colleges and special training colleges in Japan

The history, function and role of two types of Japanese post-secondary institutions-junior colleges and special training colleges — are examined. The junior colleges which have hitherto been associated with the provision of academic, non-vocational education have begun to diversify into vocational courses in response to the increasingly popular vocational courses provided in the special training colleges (sennon gakko) developed since 1976 in the best of the formerkakushu gakko. The implications of this for the future development of post-secondary education in Japan are considered.     

Scorched Earth: prelude to rebuilding Marxist educational theory

This paper focuses on the internal degeneration of the Marxist educational theory flowing from Bowles & Gintis (1976) and Willis (1977). It explores five interlinked ‘debilitating problematics’ ‐‐ the base/superstructure metaphor, Left functionalism, relative autonomy, resistance theory and the education for autonomy/revolution dilemma ‐‐ which have simultaneously formed the backbone of Marxist educational theory and constituted the roots of its theoretical weaknesses. The general argument is that these weaknesses are so deep‐seated that Marxists interested in theorising capitalist schooling need to start afresh. The paper points towards some possible starting points for new Marxist thinking on capitalist schooling, the preferred option being an analysis of labour‐power. One consequence of taking labour‐power as the starting point for a Marxist analysis of education is that it entails the dissolution of Marxist educational theory’. Instead, educational theory and politics become subordinated to a concern with the social production of labour‐power in capitalism.     

Ted Hughes: The Development of a Children’s Poet

This article looks at how Ted Hughes’ poetry for children developed over more than 30 years of publication. It traces the movement from his earlier, more conventional rhyming poems, such as Meet My Folks! (1961) and Nessie the Mannerless Monster (1964), to the mature, free verse “animal poems” for older readers of Season Songs (1976c), Under the North Star (1981) and the “farmyard fable” What is the Truth? (1984). The article argues that the later lyrical poems for younger readers where Hughes returned to rhyme, The Cat and the Cuckoo (1987) and The Mermaid’s Purse (1993), represent an undervalued final phase of Hughes’ work for children which is rarely discussed by critics. The discussion considers Hughes’ changing attitude to the concept of the “children’s poet” at different periods of his career. Reference is made throughout to Hughes’ own writing about children and poetry, such as Poetry in the Making (1967), and to parallel developments in his poetry for adults.     

The role of education in nineteenth‐century doctrines of political economy

Human Characteristics and School Learning. By B. S. Bloom. Pp. 284. New York. McGraw‐Hill, 1976. £8.20.

Child Language, Learning and Linguistics. By David Crystal. Pp. 106. London: Edward Arnold, 1976. £4.25. Paper £1.95.

Schools Council Working Paper No. 60: Examinations at 18+—The N and F Studies. Pp. 272. London: Evans/Methuen Educational, 1978. £4.50.

In and Out of School (The ROSLA Community Education Project). By R. White &; D. Brockington. London: RKP, 1978. 200pp. Hardback £4.50, Paperback £2.25.

County Grammar School: A History of Ludlow Grammar School Through Eight Centuries Against its Local Background. By David J. Lloyd, 1977.

Adolescence and Youth in Prospect. Edited by John P. Hill and Franz J. Monks. Pp. 216. IPC Science and Technology Press, Ltd., Guildford; 1977. £6.80.

Resource‐Based Learning. By N. Beswick. Pp.xiv+264. Heinemann, London, 1977. £6.50.

Instead of Education. Ways to help people do things better. By John Holt. Pp. 252. Penguin Books, 1977. 8op.

Philosophical foundations for the curriculum. By Allen Brent, pp. 233. London: George Allen and Unwin, 1978. £7.50 hardback, £3.50 paperback.

The Politics of Curriculum Change. By Tony Becher and Stuart Maclure. Pp. 192. London: Hutchinson, 1978, £2.95.

Power and the Curriculum: Issues in Curriculum Studies. Edited by Colin Richards. Pp. 170. Driffield: Nafferton Books. 1978. £2.95.

The Nineteenth Century Woman: Her Cultural and Physical World, Edited by Sara Delamont and Lorna Duffin. Pp. 213. London: Croom Helm 1978: £7.50.

The training of teachers in England and Wales 1800—1975. By H. C. Dent. Pp. viii, 163. London: Hodder and Stoughton, 1977. Paperback £2.35.

American Education: An Introduction to Social and Political Aspects. By Joel Spring. Pp. vi, 234. New York and London: Longman, 1978: £4.50.     

A Review of: “NURSING HOME ADMINISTRATION (4th Ed.)By James E. Allen”

The relation of fiction to society may be interpreted from several points of view. As any other medium of mass communication, fiction is a source of information and attitudes, and an indicator of popular perspectives. In addition, fiction responds to its own rules. Necessities and conventions of representation in a particular form lead to certain combinations that are attributable neither to reflections of the situation nor to the intention to influence.

This paper examines the place of the aged in novels published in the United States during the years 1931‐1970. Because of the different ingredients that go into the creation of characters in novels, no simple relationship of contact with social conditions or attempted influence by an author can be discerned. A realistic picture of the presentation cannot concentrate on the status of old heroes and heroines, but on the manner in which old people become part of the general scene or setting within a whole presentation of a novel. One can contrast this approach with that of looking at the traits of the principal characters in novels and other media (Aronoff, 1974; Charles, 1976; Peterson &; Karnes, 1976). The relation of the reader to particular characters is ambiguous, and the influence of clear stereotypes is not clearly understood; one has only to consider the controversy surrounding Archie Bunker. The position of the aged as an integral part of novels may be more enduring because of the less obvious influence on the audience, corresponding to the place of salience in learning and media influence (Krugman, 1965).     

Let Lakatos Be! A Commentary on “Would the Real Lakatos Please Stand Up”

In this commentary, some remarks are offered on David Pimm, Mary Beisiegel, and Irene Meglis’ article “Would the Real Lakatos Please Stand up.” The commentary focuses on relatively recent developments in the philosophy of mathematics based on the work of Lakatos; on theory development in mathematics education; and offers critique on whether Lakatos’ Proofs and Refutations (1976) can be directly implicated in mathematics education.

“Nature and nature’s laws lay hid in night; God said, Let Newton be! and all was light.” (Pope, 1688-1744¹)

     

Development and application of a scale to measure students’ STEM continuing motivation

ABSTRACT

The aim of this study was to develop a scale to measure students’ STEM continuing motivation (CM). In accordance with the conceptualisation of CM by Maehr (1976. Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46(3), 443–462. doi:10.3102/00346543046003443), we define STEM CM as students’ tendencies to actively engage in STEM-related activities. The STEM Continuing Motivation Scale was developed from a literature review and student cognitive interviews, and was validated on a sample of 465 Chinese 7th and 8th graders. The results demonstrated that the developed scale had high reliability (Cronbach’s α?=?0.91) and good validity. Analysis of variance (ANOVA) showed that boys had significantly higher STEM CM than girls and there were significant differences in engineering CM among students from different schools. The implications of the findings of this study are also discussed.