Achieving the educational standards we need

This article is based on remarks presented by Donald M. Stewart at the Open Forum on National Standards held at the Second National Conference on School/College Collaboration, cosponsored by the American Association for Higher Education and the College Board in Atlanta, Georgia, on July 26, 1991.     

Implementing the Framework Agreement in a small HEI: From principles to practice

‘Leeds University is recruiting its first marketing director – one of a new breed in the sector, equivalent in status to pro vice‐chancellors…According to Leeds, the marketing director will be the “guardian of the brand”’ (Times Higher Education Supplement, 23 July 2004)

‘A brand revamp…is on the cards for Anglia Polytechnic University…[with] marketing work to develop the university’s reputation in a few high‐quality disciplines.’ (Times Higher Education Supplement, 6 August 2004)     

Policy development and educational research: The Hungarian experience

Heather Eggins (ed) Women as Leaders and Managers in Higher Education Buckingham: SRHE and Open University Press, July 1997. ISBN 0335 19879 1 Price: hb £45.00 pb £16.99 160 pp     

李大钊《我的马克思主义观》新探——兼谈《新青年》第6卷各号的出版时间

《我的马克思主义观》是李大钊成为马克思主义者的标志,是五四新文化运动的重要转折点,也是马克思主义在中国开始广泛传播的重要标志。有关论著对它的研究和提及很多,《李大钊全集》的编注者对其注解也较多。进一步研究起来,该文中需要探究的问题仍有不少。总起来看,李大钊的《我的马克思主义观》以日本社会主义学者河上肇的《马克思的社会主义理论体系》为重要蓝本,其关于马克思主义三个组成部分与一条“金线”的核心论断也出于河上肇此文;写作和定稿时间,应为1919年7月底到8月上旬,而不可能在1919年5月之前。     

Introduction

On July 9, 1996, the Connecticut Supreme Court issued its landmark school desegregation decision, Sheff v. O'Neill. More than a decade later, Hartford's schoolchildren are as segregated as they were when the case was first filed in 1989. Based on data from a statewide survey and data collected from two focus groups of white parents collected shortly after the State's High Court ruling, this investigation reveals that the racial attitudes of white parents were, from the beginning, a major obstacle to a successful resolution of the Sheff impasse.     

The future is bright for human performance technology

At the 1997 ISPI Conference in Anaheim, Dale Brethower, Don 1'osti, and Danny Langdon presented a dialogue on “Performance Technology: The Future of Technology and the Profession.” In the July issue of Performance Improvement, we heard Danny Langdon's thoughts on this topic. This article represents Dale Brethower's contribution to the dialogue. We will hear from Don Tosti in an upcoming issue.     

The Emergence of Private Higher Education in Vietnam: Challenges and Opportunities*

In 1986, the government of Vietnam introduced a policy termed “doi moi,” resulting in profound changes to shift the country from being a centrally planned economy to a market economy. With dramatic changes in Vietnam's economic structure resulting from doi moi, it was also essential to carry out reforms in education. One such reform was to allow for privatization to occur in education at all levels. The focus of this paper is the emergence of private higher education in Vietnam in the period following the introduction of doi moi with a special emphasis on the most recent developments in private higher education. This revised version was published online in July 2006 with corrections to the Cover Date.     

On discarding affirmative action: An address to the regents of the University of California

Editor's Note: On 20 July 1995 the Board of Regents of the University of California voted to end the use of race, gender, and ethnicity in student admissions and in faculty and staff hiring. Before the vote, thirty-one “elected and other public figures” were scheduled to address the Regents briefly on the subject of affirmation action. Governor Pete Wilson (ex officio president of the Board) was allocated several of the thirty-one slots. Among those he invited to speak was NAS member John M. Ellis. We present Professor Ellis’s remarks below.     

Global learning partnerships in the Café: peer feedback as a formative assessment tool for animation students

This paper reports on a global learning partnership using the Café: the collaborative application for education as an e-learning environment within the Facebook framework, for first-year animation students at the University of South Australia (USA) in Australia and Nanyang Technological University in Singapore. “The Café” has been designed based on five principles of user interface design – visibility, usability, relevance, accessibility, and interactivity – and aims to provide institutions with an established, structured, and dedicated e-learning environment that meets the needs of modern-day tertiary students and teaching staff. From July to November in 2013, 71 students participated within the e-learning environment. Students submitted work-in-progress imagery related to major assignments, and provided feedback and critiques to their local and global peers. A post-semester survey provided students with the opportunity to critically reflect on the learning experience. The results are discussed in light of the use of peer feedback as a formative assessment tool.     

The story of ESM

This paper looks at the origins of the international journal Educational Studies in Mathematics (ESM) in 1968 and traces its later development as it responded to changes in mathematics education. The paper first examines, in chronological order, the contributions of its editors in defining its spirit, policy and procedures, as they directed its growth and its transformation into a leading journal of research in mathematics education. The paper then presents a statistical profile of ESM articles by content area, educational issue, level of schooling and research method, and goes on to look more closely at the special issues of ESM, each dedicated to a single topic, and how they reflect the changing concerns of mathematics educators. This revised version was published online in July 2006 with corrections to the Cover Date.     

Publication productivity in selected School Psychology Journals: 1985-1991

This study examines the institutional affiliations of authors who have published in the three major journals of School Psychology and two additional journals started recently in the field between January, 1985, and July, 1991. The specific journals examined were Psychology in the Schools, Journal of School Psychology, and the School Psychology Review. These journals comprise the primary research outlets in School Psychology. In addition, papers published in Professional School Psychology and the Journal of Psychoeducational Assessment were also included in the analysis because these represent relatively new publication outlets for School Psychology. Findings regarding institutional productivity are compared with those obtained from previous studies in this area.     

The Rhetorical Limits of Satire: An Analysis of James Finn Garner's Politically Correct Bedtime Stories

By July 1994, Politically Correct Bedtime Stories had appeared for the third time on the New York Times bestseller list with sales exceeding 100,000 copies. One year later, there were almost 1.5 million copies of Politically Correct Bedtime Stories in print as it continued to excite public commentary. This popular book is an ideal case study for exploring the benefits and limits of satiric humor, the book's primary rhetorical strategy and the focus of this essay. We argue that because of its polyvalent nature, the use of ironic satire as a rhetorical strategy to debunk a position is unpredictable. In fact, as this essay demonstrates, some forms of humor may facilitate audience acceptance of the very ideas the satirist intends to disparage. In this case, Garner's use of satiric humor may have facilitated acceptance of moderate forms of political correctness.     

Sex Education in Middle Schools of Milan

Although among European educators and increasingly among the public the need for sex education in the schools is recognized in principle, the practical implementation is progressing very slowly. Italian schools, for obvious reasons, have not made any general advance in this direction, and yet individual initiative has pioneered, at least in some schools in Milan, in providing children with a brief after-class program in sex education. The original Italian report on this experiment was published in Scuola e Città, July 1971, No. 7.     

Use of the MSJCC: A content analysis of ACA journals

Using quantitative content analysis, we examined the prevalence and use of the Multicultural Social Justice Counseling Competencies (MSJCC) in 21 ACA journals between June 2015 and July 2021. We found that only 7.62% of the articles (n = 2860) referenced the MSJCC. Implications for counselor educators are discussed.     

An Overview of the Environmental Knowledge System for Elementary School Students

Having read the article "Third-Rate Colleges also Have First-Rate Students," carried in the July issue of College Students, I not only extend my deepest sympathies to my contemporaries who have come up against such misfortunes but also express my understanding and support for fellow student Xu Honghai's call for being treated as an equal.     

Effects of the COVID-19 pandemic on caregiver mental health and the child caregiving environment in a low-resource,rural context

Early child development has been influenced directly and indirectly by the COVID-19 pandemic, and these effects are exacerbated in contexts of poverty. This study estimates effects of the pandemic and subsequent population lockdowns on mental health, caregiving practices, and freedom of movement among female caregivers of children 6–27 months (50% female), in rural Bangladesh. A cohort (N = 517) was assessed before and during the pandemic (May–June, 2019 and July–September, 2020). Caregivers who experienced more food insecurity and financial loss during the pandemic reported larger increases in depressive symptoms (0.26 SD, 95% CI 0.08–0.44; 0.21 SD, 0.04–0.40) compared to less affected caregivers. Stimulating caregiving and freedom of movement results were inconsistent. Increases in depressive symptoms during the pandemic may have consequences for child development.     

A Year of Week Day Religious Education in Wichita

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 28, Numbers 7‐8, July‐August, 1954     

I Agree—Well,Mostly!

In this essay, I reply to my five commentators in the October 2017 issue of the Roeper Review to my July 2017 article: “ACCEL: A New Model for Identifying the Gifted.” I respond to each in turn. I end with the question I believe most important for those of us interested in giftedness to confront at the present moment.     

Pedagogical conferences and stillborn professionalism among nineteenth century instituteurs, 1830–1848

By the time of the July Revolution of 1830, the matter of training elementary school teachers had become important in French politics. But the literature on teacher training does not properly examine the linkage between training institutions and professionalism. The standard narrative of the development of primary education suggests that the July Monarchy (1830–1848) was a key time for the development of secular teachers’ professional status. However, if we accept Andrew Abbot’s notion of professionalism as conflict over legitimate jurisdiction over service provision, then the instituteurs of this era were not professionals. Not only was the Catholic Church an important competitor to the secular schoolteachers but, just as importantly, the persistence of localism and lack of central coordination of training institutions ensured that no professional esprit de corps would be possible among the teachers. After examining the historical literature and outlining the significance of Abbot’s notion of professionalism, I devote the longest section of this paper to a less‐studied teacher training instrument of the era: the pedagogical conferences. The conferences were opportunities for working teachers to meet and learn to improve their pedagogical skills and knowledge. However, they display both of the dilemmas that prevented secular schoolteachers from being professionals: the presence of a more legitimate competing authority, the Catholic Church, and the persistent tension between centre and periphery.