Instructional systems development in a large-scale education project

The Mission of Botswana's Junior Secondary Education Improvement Project is to expand the country's junior secondary education program, which is roughly equivalent to the junior high school level in the United States. An instructional systems design (ISD) model was used in the design of the project. As such, the project has provided an opportunity to study the practical use and implementation of an ISD approach to a sector-wide education intervention within the setting of a developing country. In this article, issues pertaining to sectorwide planning strategies of educational development are explored. Particularly stressed is the importance of conducting a contextual review at the outset of a large-scale educational project. Note: In 1984, USAID began a ten-year project called “Improving the Efficiency of Educational Systems” (IEES) that has provided technical assistance to a number of countries around the world through a consortium of institutions including Florida State University, the State University of New York at Albany, and the Institute for International Research. The Junior Secondary Education Improvement Project (JSEIP) in Botswana has been one of the IEES projects.     

Confronting the learning contract

This paper describes the results of exploratory research into learning contract planning at Empire State College, State University of New York. At Empire State College the learning contract is the academic process for organizing individualized study plans. A paradigm was designed for describing and analyzing conferences between mentors and their students which focused on the functional tasks of contract planning and the decision-making process. The environment that emerged is compatible with a student-centered philosophy. Case materials are included to illustrate elements of the learning contract process.This paper is extrapolated from a research project partially funded by the Fund for the Improvement of Postsecondary Education.     

美国纽约州学校艺术教育与北京市学校艺术教育的比较研究

艺术教育是学校实施美育的基本途径,是素质教育不可或缺的内容。本文通过与纽约州2006—2007学年学校年度艺术教育的对比,对国内外艺术教育课程实施的情况和特点进行比较分析。为我国中小学艺术教育和课程教学带来一些思考。     

论高等学校战略管理——以纽约州立大学布法罗分校为例

目前世界高等教育系统和高等学校所处的外部环境无时不在发生变化,市场机制和高等教育的国际化竞争形势也要求高等学校必须转变教育观念、树立战略意识。战略管理是高等学校协调与外部环境的关系和谋求更大发展的必然选择。文章以纽约州立大学布法罗分校为例,剖析高等学校战略管理这个处于开放系统中的闭路循环过程,并指出只有通过此循环的不断推进,高等学校的战略目标才能得到逐步实现。     

Restructuring special education funding in New York to promote the objective of high learning standards for all students

New York has given long and careful consideration to the reform of special education funding in the state. The proposal under consideration, as endorsed by the State Department of Education, is based on a count of all students, as opposed to just special education students, and includes a poverty adjustment. This plan appears to support many of New York's special education reform goals, and it aligns with national trends. However, the decision to maintain separate funding systems for special education students with certain disabilities may conflict with the state's goal of educating students with disabilities alongside their nondisabled peers. Also, it is important to realize that achieving high learning standards for students with disabilities will not simply flow from the planned fiscal reforms; it will require careful consideration to ensure that these students are fully included in the state's system of accountability for all students.     

Interindustry analysis of the impact of federal support for academic science on the economy of New York State

An interindustry model is used to estimate the impact of federal expenditures for academic R&D on the economy of New York State. Resulting economic activity through the multiplier process is estimated to be 3.7 times the level of the original federal spending. This impact on the state economy generates national and state tax revenues sufficient to offset the original outlay of taxpayers' money by the federal government, thereby supporting the case for continued support of higher education in periods of fiscal crisis.     

Integrating Learning Communities and Distance Education: Possibility or Pipedream?

As demands for accountability continue and increase, higher education administrators require tools for evaluating campus programs. Learning communities, as a course design strategy, have proven successful in confronting challenges associated with attrition and retention. Because high attrition is associated with online distance education, learning community principles might be applicable to online courses. The authors surveyed attendees at a learning communities conference to determine the applicability of learning community principles to Internet learning and assessment. On the basis of their findings, they developed a rudimentary diagnostic tool for ascertaining whether online course design takes learning community principles into account.David DiRamio is Assistant Professor of Higher Education Leadership at Auburn University. He received both B.S. and M.B.A. degrees from the State University of New York at Buffalo and a Ph.D. in Educational Leadership from the University of Nevada, Las Vegas. David's research interests include studying technology's impact on postsecondary education from administrative, legal, and policy perspectives. Mimi Wolverton is Program Coordinator and Professor of Higher Education Leadership at the University of Nevada, Las Vegas. She received a B.S. from Northern Illinois University, an M.B.A. from Arizona State University, and a Ph.D. in Educational Leadership and Policy Studies from Arizona State University. Her research interests include academic deans, women and minorities in leadership, and elite M.B.A. programs. E-mail: diramio@auburn.edu.     

Reviews

Book reviewed in this article:
Colin W. Evers & Gabriele Lakomski, Knowing Educational Administration: Contemporary Methodological Controversies in Educational Administration Research , Pergamon Press, Oxford, 1991: Reviewed by J.C. Walker
Tony W. Johnson, Discipleship or Pilgrimage?: The Educator's Quest for Philosophy , State University of New York Press, Albany, NY, 1995: Reviewed by James S. Kaminsky
Donald Arnstine, Democracy and the Arts of Schooling , State University of New York, Albany, NY, 1995: Reviewed by Karl Hostetler
Carollyne Sinclaire, Looking For Home. A Phenomenological Study of Home in the Classroom , State University of New York Press, Albany, NY, 1994: Reviewed by Barry Bamford
Helen Raduntz (ed.) Potential and Opportunity: Critical Issues for Australian Catholic Education into the 21st Century , Auslib Press, Blackwood, n.d.: Reviewed by Michael Furtado     

A model for the use of achievement data and time data in an instructional system

This paper considers both theoretical and practical issues involving the use of different kinds of achievement data and time data in evaluating an instructional system. A definition of an instructional system is proposed, as well as a model for considering the use of achievement data and time data for decision-making with regard to instruction, students, and tests. Particular emphasis is placed upon the use of data to identify instruction that requires revision.A previous version of this paper was presented at the Annual Meeting of the American Educational Research Association held in New Orleans in February, 1973. The previous version was entitled: The Use of Test Data in Non-Traditional Instruction. The research reported herein was partially supported by grants from the United States Office of Education, QEG-2-2-2B118, and the Research Foundation of the State University of New York, No. 0477-03-031-71.State University of New York at Stony Brook     

加州高等教育总体规划的经验教训及其启示

《加州高等教育总体规划1960-1975》有力地促进了加利福尼亚州高等教育的发展。它不仅成功地化解了公立高等院校之间的矛盾,使高等学校之间停止了恶性竞争,而且把加州高等教育引上了健康有序发展的道路。规划实施后,加州大学系统、州立大学系统和社区学院系统都得到了很大发展,使加州公立高等教育系统成为美国运转最为良好而且质量一流的公立高等教育系统。加州高等教育总体规划对各层次高校成功定位的经验,对我国高校的结构层次划分可能包含积极的借鉴意义或警示意义的因素。     

普通高校体育教育改革与性别平等研究——以凯里学院为例

以凯里学院为例,结合女性学、教育学和体育学的相关理论知识审视普通高校体育教育教学体系,研究发现体育教材内容、师生课堂互动以及校园体育文化各个方面存在性别偏见和两性不平等现象,并提出推进两性平等的体育教育改革措施,以期为实现性别平等的体育教育探索有效的策略和方法,更为加快推进体育教育的民主化进程提供一定的参考依据。     

User satisfaction with computer-based career information delivery systems

Conclusions In this study, support for the CIDS in use in New York State emerged from each of the user groups—principals, counselors, students, and parents. There are, however, two areas of future work that emerged from the results of this study which may be applicable on a broader basis. The first deals with the information content of the CIDS. The second relates to its increased utilization.Counselors did not give overwhelmingly high marks to the content of systems. Although counselors can do their part by letting the developers know what is good and what is not good, the responsibility lies primarily with developers and state providers to incorporate current, locally relevant information at the level of detail most appropriate for the user.Spreading the use of CIDS in a school beyond its provision for individual college and career counseling will not only help in making school more relevant to the students' life-careers, but will also provide increased access to the information and the computer for those students who might not otherwise seek it. School personnel can reexamine practices to see that full use of the CIDS resource is being made. System developers can work on the identification of model programs and the dissemination of information about them to their sites. It is hoped that with the increasing availability of microcomputers in schools, not only in guidance offices, but in laboratories and classrooms, such uses will continue and spread.Deborah Perlmutter Bloch, Ph. D., is an Assistant Professor of Educational Administration, Department of Education, Baruch College, City University of New York.Joyce Ford Kinnison is a consultant in Cary, North Carolina.This study was conducted as part of the project, Evaluating Computerized Career Information Systems for Use with Occupational Education Curricula, sponsored by the New York State Education Department and the New York State Occupational Information Coordinating Committee. Funding was provided by the Carl D. Perkins Vocational Education Act.     

Fostering Faculty Collaboration in Learning Communities: A Developmental Approach

Colleges and universities are adopting learning communities to increase student learning and build cohesion. As learning communities grow in popularity, institutions need to invest in faculty development (Oates, 2001) and understand faculty experiences (Mullen, 2001). The University of Hartford created a program that prepared faculty for collaborative teaching in first-year learning communities. Faculty learned to engage in collaborative behaviors, to think outside disciplinary borders, and to employ a specific template as a heuristic for course development. Results of focus group research about the faculty experience and the impact of the experience on their pedagogy are summarized.Catherine B. Stevenson, whose M.A. and Ph.D. are from New York University, is currently an Associate Professor of English and Drama and Academic Dean of International and Honors Programs. She and her coauthors are affiliated with the University of Hartford, West Hartford, CT. Her special interests include nineteenth and twentieth century literature, curriculum reform, pedagogy, and international education. Robert L. Duran, Professor in the School of Communication, who earned his M.A. at West Virginia University and Ph.D. at Bowling Green State University, is a specialist in program evaluation, evaluation research, and research methods. Karen A. Barrett, Associate Dean of Undergraduate Studies, has an M.S. from the State University of New York at Buffalo. Her special interests include interdisciplinary general education curriculum, higher education administration, and diagnostic hematology and microbiology. Guy C. Colarulli, earned an M.A. at the University of Connecticut and a Ph.D. at The American University. He is the Associate Provost and Dean of Undergraduate Studies, whose special interests include Higher Education Administration, First-Year Experience, as well as American Government, and Politics     

多校园系统治理视角下的纽约州立大学发展

纽约州立大学是全美国拥有分校数量最多的多校园大学系统。作为美国公立院校主导组织形式的多校园大学以系统治理为根本特征,这一模式也在纽约州立大学的形成发展中发挥着重要作用。从多校园系统治理的视角回顾其历史演变,分析其现状特征,探索其未来趋势,不仅突出了该大学管理运作的特点,也为研究整个多校园系统的走向问题提供了重要思路。     

Of teachers and students and budget cuts,of quality and change

Faculty morale is low and falling. Support budgets for higher education are tight and getting tighter. The quality of education programs increasingly is questioned. This article presents a case for selective funding of new approaches to higher education. The author argues that though blank-check funding is a phenomenon of the past, special incentive grant programs are an effective means of addressing all three problems. He cites the Fund for the Improvement of Postsecondary Education and a special State Fund for Innovation and Improvement in the Instructional Process in California as programs that have tapped faculty creativity and improved the quality of education at modest cost.David H. Provost, Professor of Political Science on leave from California State University, Fresno, is Statewide Dean, Division of New Program Development and Evaluation, Office of the Chancellor, The California State University and Colleges, Long Beach, California 90802.     

The Process Of Developing a New Curriculum for Lower Secondary Education in Guatemala

The intention of this article is to present the way in which a proposal was put forward for a national basic curriculum for the lower level of secondary education in Guatemala, within a general curricular reform of the education system. In this process, the International Bureau of Education and UNESCO’s national office in the country provided technical advice. The article examines the socio-cultural and educational context, some conceptual foundations for the curricular reform, the construction of the curriculum for lower secondary education, some features of the proposed curriculum and the outlook for the future. The process of curriculum construction included a diagnosis, drawing up a strategy for reforming the first cycle of secondary education and preparation of the proposed curriculum. Likewise, the authors present the steps that must be taken in order for the national basic curriculum to be adopted, subject, amongst other factors, to the availability of funding. Original language: Spanish Linda Asturias de Barrios (Guatemala) Doctorate in Anthropology from the University at Albany, State University of New York. Postgraduate studies in Public Policies and Intercultural Affairs at the Universidad del Valle, Guatemala. She has taught at secondary school and university level. As a researcher, she has published books and articles on ethnology, development and education in Guatemala and Central America. At the Ministry of Education she has worked as Co-ordinator of the National and International Co-operation Unit (1997–1999), Co-ordinator of the Reform of Secondary Education (2004–2006) and Co-ordinator of the Reform of Lower Secondary Education (2007). E-mail: lindaasturias@yahoo.com Verónica Mérida Arellano (Guatemala) Teacher of secondary school language and literature and graduate in Literature and Philosophy at Rafael Landívar University. She completed a master’s degree in education and curriculum at the University del Valle, Guatemala. She has been a university lecturer. She has published books and articles on the teaching of Maya as a mother tongue and Spanish as a second language. She has worked as curriculum specialist at the Ministry of Education (1985–1991) and as Co-ordinator of Teacher-Training Programmes at Rafael Landívar University. From 2005 to 2007 she acted as Curriculum Consultant for Lower Secondary Education at the Ministry of Education. E-mail: vmeridaguate@yahoo.com.mx     

CHANGES IN COGNITIVE STYLE: AN ANALYSIS OF THE IMPACT OF WHITE SUBURBAN SCHOOLS ON INNER CITY CHILDREN

Following is the complete text of a statement of policy and proposed action adopted by the Regents of the University of the State of New York. Its official title is “Minority Access to and Participation in Post‐Secondary Education”.     

Crisis in the transition from school to work: The Cross-River-State (Nigeria) lesson

Summary The Cross River State of Nigeria is rich, open, and to some extent its virgin fields of industrialization, its agricultural lands, the petroleum industry and allied business have not only provided employment opportunities for its citizens, but have also helped to boost its economy.At the same time, varied educational institutions have been opened for the education of young people. In 1976, many school age children were enrolled in the primary school because the universal primary education scheme was formally launched throughout the country. Although education in the secondary school level depends on one's ability to pay rather than on one's ability to learn, more parents are today able to pay for their son's and daughters' education than it was the case twenty years ago.While the cost of educating young people in recent times has been increasing substantially, the bad fit of schooling at almost every level has become one of the explosive issues in both the state and the national levels (Abdulatif, 1977). Today there has been an increasing concern about the future implications of: (i) the universal primary education scheme on local communities, state, and national governments, (ii) young adults leaving secondary schools for the world of work with the type of orientation that they have in the secondary schools. This concern is aggravated as school intake is outpacing the growth and the opportunities in the small, capital intensive modern sector of the state's economy to absorb the bulk of the increased in the labour force. This concern is felt more because more students are completing secondary education each year and about 70 percent of those attending some kind of formal secondary institution terminate their education at that level and start looking for some jobs.This report is strictly based on an unpublished doctoral dissertation written by the author at Teachers College, Columbia University, New York, 1977, the title, Secondary School Education and Employment in Nigeria-Implications for Career Guidance: A Study in the Cross River State. This study was conducted in the Cross River State of Nigeria which until February 4, 1976 bore the name South Eastern State.Ahmadu Bello University     

The new books on our shelves

Safeguarding the School Board's Purchase of Architects' Working Drawings. By Arthur Marcus Proctor. New York: Columbia University, 1931. Pp. iii + 138.

The Platoon School in America. By Roscoe David Case. Stanford University: Stanford University Press, 1931. Pp. vii + 283.

Business Management in School Systems of Different Sizes. By M. B. Brunstetter. New York: Columbia University, 1931. Pp. v + 135.

Vegetable Growing. By James Edward Knott. Philadelphia: Lea and Febiger, 1930. Pp. xvi + 352.

Educational Finance Studies. By Carter Alexander. New York: Bureau of Publications, Columbia University, 1931. Pp. vi + 92.

Reserve Funds in Public School Finance. By Frank C. Ketler. New York: Bureau of Publications, Teachers College, 1931. Pp. vii + 77.

Students' Guide to Modern Languages. By Wilson. New York: Isaac Pitman and Sons, 1930.

Air Travel. By James E. Mooney. New York: Charles Scribner's Sons, 1930. Pp. xvi + 311.

The Art of Learning. By Walter B. Pitkin. New York: McGraw‐Hill Book Company, 1931. Pp. v + 409.

A Study of the Ohio Compulsory Education and Child Labor Law. By Arch O. Heck. Columbus: Ohio State University, 1931. Pp. v + 210.

My Educational Guidebook. By Robert H. Rodgers and Harry S. Belman. Milwaukee: The Bruce Publishing Company, 1930. Pp. 24.     

Book Reviews

Carol Summers. Colonial Lessons: Africans’Education in Southern Rhodesia, 1918–1940. Westport, CT: Greenwood Press, 2002. 212pp. Cloth $64.95. paper $24.95. Ienaga Saburo. Japan's Past, Japan's Future: One Historian's Odyssey. New York: Rowman & Littlefield, 2000. 198pp. Ting‐Hong Wong. Hegemonies Compared: State Formation and Chinese School Politics in Postwar Singapore and Hong Kong. New York: Routledge‐Falmer, 2002. 290pp. Sherri Broder. Tramps, Unfit Mothers, and Neglected Children: Negotiating the Family in Nineteenth‐Century Philadelphia. Philadelphia: University of Pennsylvania Press, 2002. 259pp. Joan Marie Johnson, ed. Southern Women at Vassar: The Poppenheim Family Letters, 1882–1916. Columbia: University of South Carolina Press, 2002.258pp. Vincent Fitzpatrick. Gerald W. Johnson: From Southern Liberal to National Conscience. Baton Rouge: Louisiana State University Press, 2002. 352pp. Leonard Ray Teel. Ralph Emerson McGill: Voice of the Southern Conscience. Knoxville: University of Tennessee Press, 2001. 576pp. Wendy Kline. Building a Better Race: Gender, Sexuality, and Eugenics from the Turn of the Century to the Baby Boom. Berkeley: University of California Press, 2001. 254pp. Patricia A. Carter. “Everybody's Paid But the Teacher”: The Teaching Profession and the Women's Movement. New York: Teachers College Press, 2002. 179pp. Aileen Kilgore Henderson. Tenderfoot Teacher: Letters from the Big Bend, 1952–1954. Fort Worth: Texas Christian University Press, 2002. 158pp. Wayne J. Urban. Gender, Race, and the National Education Association: Professionalism and Its Limitations. New York: RoutledgeFalmer, 2000. 304pp. Hans Vermeulen and Joel Perlmann (eds.). Immigrants, Schooling and Social Mobility: Does Culture Make a Difference? New York: Palgrave MacMillian, 2000. 288pp. Michael A. Oliker and Walter P. Krolikowski, S.J. (eds.). Images of Youth: Popular Culture as Educational Ideology. New York: Peter Lang Publishing, 2001. 227pp. Frances Gateward and Murray Pomerance (eds.). Sugar, Spice, and Everything Nice: Cinemas of Girlhood. Detroit: Wayne State University Press, 2002. 344pp. Joan W. Scott and Debra Keates (eds.). Schools of Thought: Twenty‐Five Years of Interpretive Social Science. Princeton: Princeton University Press, 2001. 432pp. John P. Jackson, Jr. Social Scientists for Social Justice: Making the Case Against Segregation. New York: New York University Press, 2001. 288pp. Mary Ann Stankiewicz. Roots of Art Education Practice. Worcester, MA: Davis Publications, 2001. 146pp. Linda Symcox. Whose History? The Struggle for National Standards in American Classrooms. New York: Teachers College Press, 2002. 228pp. Thomas Ehrlich, ed. Civic Responsibility and Higher Education. American Council on Education, Phoenix, AZ: Oryx Press, 2000.448pp.