Commonality among diversity

Senior lecturer, Department of Education, University of Hong Kong; board member, Commonwealth Council for Educational Administration; founding chairman, Hong Kong Council for Educational Administration Author of China's Education on the Move (1990), Planning Basic Education in China: Two Case Studies in the Province of Liaoning (research report for UNICEF, published by IIEP).     

Pedagogical issues in distance education

Head of the Distance Education Division, Central Institute of Educational Technology, National Council of Educational Research and Training, New Delhi. Previous founder director of the Open School of India. Member of numerous committees and commissions at national level, in particular, the National Task Force on Broadcasting for Education (1980/81) and the Commission for Teachers — I Task Force (1983/84). Author or co-author of five books, including Open School India,and numerous articles.     

Educational research in Latin America

Educational planning specialist at Unesco's Regional Office for Education in Latin America and the Caribbean (OREALC). Former staff member of the World Bank and Coordinator of the Latin American educational research exchange network (REDUC), he was also Head of the Chilean Educational Planning Office (1965–70). Co-author of Development of Educational Planning Modelsand of Eight Years of their Lives.     

The idea of the university

Professor Emeritus of International Education at the University of Stock-holm and President of the International Academy of Education. Former Director of the Institute of Educational Research (1971–82), chairman of the Governing Board of the International Institute for Educational Planning (1970–80) and Chairman of the International Association for the Evaluation of Educational Achievement (1962–78). He is the author of some fifty books and hundreds of articles.     

Education for All in India: assessing progress towards Dakar goals

About 60 years ago India established a policy of providing free and compulsory education to all children and began transforming the elite education system inherited from its colonial past into a mass education program. The task became a race against a rapidly growing population, which outstripped the pace at which children could be enrolled and educated in schools. Notwithstanding this demographic challenge, the system grew in size and the number of children participating in school grew many-fold. The struggle to reach the long cherished goal of universal elementary education continues even today. The present paper highlights two decades of EFA progress, paying particular attention to quantitative trends since 2001, and the policies framed and the strategies implemented to achieve greater equity and quality in the provision of basic education.

Comparative investigation of education: An evolutionary process

co-founder of the journal Comparative Educationand editor and chairman of its Board since 1978. Chairman (until 1989) of the Research Committee of the World Council of Comparative Education Societies. His numerous publications include: Other Schools and Ours, Comparative Studies and Educational Decision, Education and Development in Western Europeand Technological/Occupational Challenge, Social Transformation and Educational Response.     

Remote and invisible: the voices of female Indigenous educational leaders in Northern Territory remote community schools in Australia

While the literature on women and educational leadership has been addressed in substantive ways in recent years, the experiences that reflect female Australian educational leaders are rare. This article reports findings from a study of five female Indigenous principals in the Northern Territory utilising biographic narratives and foregrounds their experiences as female educational leaders in Indigenous communities. I share the views of Ribbins, P. and Gronn, P. (2013. Researching principals: context and culture in the study of leadership in schools. Asia Pacific journal of education, 20 (2), 34–45) and Dimmock, C. and Walker, A. (2005. Educational leadership: culture and diversity. London: Sage) that research and theory into educational leadership must move towards the inclusion of localised unique cultural contexts since the practice of leadership is a socially bounded process. The study reveals the daily complex roles and challenges of being a female Indigenous principal in communities that are grounded in broader Indigenous epistemologies, beliefs, and value systems yet to be fully embraced by mainstream educational leadership perspectives.     

Educational Television in Portugal

Educational Television is a special department of Telescola, an official institution dependent on the Instituto de Meios Audio-Visuais de Ensino (I.M.A.V.E.—Institute of Audio-Visual Aids in Education), which was created in the Portuguese Ministry of Education at the end of 1964.     

Reviews

Achievement in Education: the Work of Michael Ernest Sadler, 1885–1935. By Lynda Grier. Pp. xxviii+267. London: Constable, 1952. 30s.

A. J. Mundella, 1825–97: the Liberal Background to the Labour Movement. By W. H. G. Armytage. 386 pp. London: Benn, 1952. 30s.

The Child's Conception of Number. By J. Piaget. Pp. ix+248. London: Routledge and Kegan Paul, 1952. 25s.

Freedom and Authority in Education. By G. H. Bantock. Pp. 212. London: Faber & Faber, 1952. 18s.

Secondary School Entrance Examinations: Second Interim Report on the Allocation of Primary School Leavers to Courses of Secondary Education, by A. F. Watts, D. A. Pidgeon and A. Yates. Pp. 80. National Foundation for Educational Research in England and Wales, Publication No. 6, 1952. 6s. 6d.

Intelligence Testing. Special Articles from The Times Educational Supplement. Pp. 32. London: The Times Publishing Co. Ltd., 1952. 1s.

A Second List of Researches in Education and Educational Psychology … in the years 1949, 1950, and 195z. By A. M. Blackwell, Pp. 127. Published for the National Foundation for Educational Research by Newnes Educational Publishing Co. Ltd., London, 1952. 21s.     

Reviews

Change and Reform in Higher Education: Great Expectations and Mixed Performance: The Implementation of Higher Education Reforms in Europe. Teaching Thinking by Discussion, Donald Bligh. Teaching in Laborutories, David Boud, Jeffrey Dunn, Elizabeth Hegarty-Hazel (London. Crisis?What Crisis?: Educational Policies in Crisis, William K. Cummings.     

Teaching poetry

The two articles which follow suggest ways in which teachers can encourage young readers to read poetry with greater pleasure and understanding. The articles complement each other, not least because Andrew Stibbs had a hand in both of them. The first piece discusses various approaches with illustrative detail; the second provides a list of suggestions.Andrew Stibbs taught in English secondary schools for fifteen years and is now a Lecturer in Education at the University of Leeds. He has published articles on English teaching and on children's literature (some of them inCle), poems, andAssessing Children's Language (Ward Lock Educational, for the National Association for the Teaching of English).     

Some challenges for educational research in Latin America

Founding director of the Centro de Estudios Educativos (Centre for Educational Studies) in Mexico City and of the Revista Latinoamericana de Estudios Educativos(Latin American Journal of Educational Studies). He was in charge of the National Programme of Educational Research of the National Council for Science and Technology. He now carries out research at the Regional Centre for Adult Education and Functional Literacy for Latin America. His recent publications include: La política de alfabetización de seis países latinoamericanos, Participatory Research: A New Research Paradigm?and Elementos para una propuesta orientada a elevar la calidad: La enseñanza tutorial.     

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.     

SCHOOL SEGREGATION IN GARY

This article contains the major findings and recommendations of a study of ability grouping. The writers are associated with College of Education, University of Georgia. A more detailed report of the study is available from the Center for Educational Improvement, College of Education, University of Georgia, Athens, Georgia 30601     

Protest Reconsidered: Identifying Democratic and Civic Engagement Learning Outcomes

Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest. The conceptual framework is built on the ideas outlined in Learning Reconsidered (Keeling 2004) and modeled in its pragmatic follow-up, Learning Reconsidered 2 (Keeling 2006). Results suggest student and campus administrator actions during a campus protest support democratic aims, student development, and digital age democracy. Recommendations for campus educators are included. This study extends previous discussion on activism’s journey from detrimental to developmental (Astin 1999; Chambers & Phelps 1993; Hamrick 1998; Hunter 1988) by mapping the learning environment through the interaction of protestor and university and by incorporating new forms of activism. J. Patrick Biddix  received his Ph.D. in Educational Leadership and Policy Studies with specialization in Higher Education from the University of Missouri–St. Louis. He is currently Assistant Professor of Higher Education and Research Methodology in the Department of Curriculum, Leadership, and Technology at Valdosta State University. His primary research interests include college student uses of technology outside the classroom, career pathways in student affairs, and research methodology. Patricia A. Somers  received her Ph.D. in Educational Administration with specialization in Higher Education from the University of New Orleans. She is currently an Associate Professor of Higher Education at the University of Texas at Austin. Her primary research interests include college access, student persistence, student development theory, and two-year colleges. Joseph L. Polman  received his Ph.D. in Learning Sciences from Northwestern University. He is currently an Associate Professor of Educational Technology in the Division of Teaching and Learning at the University of Missouri–St. Louis. His primary research interests include inquiry-based learning involving computers and the Internet as tools, viewed from a sociocultural perspective.     

REVIEWS

Schools for Special Needs 2005–2006 – a complete guide Gabbitas Educational Consultants Leadership and SEN: Meeting the Challenge in Special and Mainstream Settings Nick Burnett Supporting Mathematical Thinking Anne Watson, Jenny Houssart and Caroline Roaf (eds) Assessing and Developing Communication and Thinking Skills in People with Autism and Communication Difficulties Kate Silver and Autism Initiatives Listen to Us! Citizenship Education for Young People with Special Educational Needs. A resource for staff working with young people aged 11+ Nottingham City PTC et al.     

Reviews

Book reviewed in this article: Open and Closed Minds: The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students, Allan Bloom Democratic Education, Amy Gutmann The State and the University: Calling British Universities to Account, Tony Becher and Maurice Kogan Diamonds into Glass: the Government and the Universities, Elie Kedourie The Enterprise Culture in Australian Higher Education: Privatizing Higher Education: A New Australian Issue, David R. Jones and John Amyl A British Bias against Adult Participation in Higher Education?: Adults in Higher Education, Centre for Educational Research and Innovation     

Comparative education and education sciences: Variations on an old theme

where he teaches comparative education. Until 1988, President of the Comparative Education Society in Europe (CESE). Member of the World Council of Comparative Education Societies and Vice-President of the Spanish Comparative Education Society. Publications include: Fundamentos de Educación Comparada (1982, 1986), Problemas mundiales de la educación (1982, 1986), Sistemas educativos de hoy (1984, 1987), Primary Education on the Threshold of the Twenty-first Century(published in Spanish and French; 1986 and 1987) and Pedagogía prospectiva (1989). He has published numerous articles in scholarly journals of various countries.     

Education and poverty in Western Europe

Conclusions Educationists in Europe have an established tradition of exploring educational disadvantage from a socio-cultural perspective, as indicated by the focus on social justice in education. Their concerns have been with relatively small-scale phenomena: the context in which particular disadvantaged groups are educated, leading to specific recommendations for local areas. Policy-makers, in contrast, are concerned with combating social exclusion at the national or Europe-wide level, primarily as a means of reducing unemployment and social unrest. The initiatives they set in motion necessarily take a wider perspective and pay little heed to diverse needs, aspirations and goals among the socially excluded. There is a need for European educationalists to increase their own awareness of the European context—not simply the national context—in which they work. They need also to develop perspectives on major European initiatives to combat social exclusion, the effects of which will remain otherwise unexplored by a community of educationalists with a history of interest in and commitment to challenging educational disadvantage. Original language: English Joanna McPake (United Kingdom) At present, Deputy Director of the Scottish Centre for Information on Language Teaching and Research, University of Stirling. Formerly, Senior Researcher and Programme Manager, Scottish Council for Research in Education. Her principal research focus is on aspects of teaching and learning in school. Since 1996 she has been (with Ghazala Bhatti) co-ordinator of the Social Justice and Intercultural Education Network of the European Educational Research Association. Recent publications include: ‘A mirror to ourselves? The educational experiences of Japanese children at school in the UK’ (with J. Powney, 1998); andEducation of minority ethnic groups in Scotland (with J. Powney, S. Hall and L. Lyall, 1998). Ghazala Bhatti (United Kingdom) Ph.D. Director, Modular Master's Degree on ‘Equity and change in the public services’, University of Reading. Formerly, a primary and secondary school teacher. Her current professional interests in the field of education concern ethnicity, gender and social justice. She is the joint convenor (with Joanna McPake) of the Social Justice and Intercultural Education Network of EERA. Recent publications include:Asian children at home and at school: an ethnographic study (1999) andA journey into the unknown: an ethnographic study of Asian children (1995). This article consists of reflections on recent research presented at the European Conference on Educational Research by the joint co-ordinators of the Social Justice and Intercultural Education network of the European Educational Research Association.     

The predisposition of school culture towards change in public primary education in Greece

Educational reform attempts in Greece have been increased during the past decades, but research has shown negative change and innovation introduction and implementation results [Spiropoulou, Dimitra, Agapi Varvouraki, Chrisoula Koutra, Louka Eleni, and Mpouras Sarantos. 2007. “Innovation Programs in Education.” Review of Educational Matters 13: 69–83; OECD. 2011. Education Policy Advice for Greece. Strong Performers and Successful Reformers in Education. OECD Publishing. doi:10.1787/9789264119581-en; Kiriakodi, Despoina, and Athanasios Tzimoyiannis. 2015. “Educational Innovations in Primary Education. A Study of the Awarded Work of the Action ‘Institution of Excellence and Promotion of Good Practices’.” Issues of Science and Technology in Education 8 (3): 123–151]. The present article discusses those elements of school culture that impede educational change or can serve as resources for its more meaningful and effective implementation, as they are investigated with the use of a quantitative questionnaire. The findings from the responses of the participants, teachers (n?=?385) and headteachers (n?=?31), point to the need for an integration of the families in the educational processes, for a shift to the development of skills rather than mere academic achievement and for enhanced cooperation within the school environment. The role of the headteacher is recognised as an element that can improve the reform implementation results. Further qualitative research is suggested.