Some aspects of the individual-difference modelling of causal attribution

A review of some contemporary studies based on an individual-difference model of student learning is presented. The exploratory fitting of conceptual models of student learning to atypical individual-similarity data structures is discussed, and an experimental categorisation procedure for producing such structures is outlined. Insofar as the features of some established conceptual models of student learning do not fit such atypical structures, either by virtue of their conceptual parsimony, or their underlying conceptual assumptions, the fitting of a locus model to such structures is explored. It is argued that, within the student experience of learning framework, conceptual models of student learning need to incorporate such additional dimensions of variation if such models are to be employed in individual-difference studies of student learning.     

Equity issues in local resourcing of education: Community financing of primary schools in Bhutan

Community financing is an important source of supplementary funds for education, particularly where governments are unable to meet all the needs of their peoples. While this is widely recognised, little empirical research has been conducted on the topic. This paper analyses patterns in Bhutan. It observes that until the 1990s few resources for education were provided by communities, but that the scale of financing has increased during the present decade. The paper notes that although communities have in general responded positively to government calls for local inputs, local resourcing has some problematic aspects. The paper focuses particularly on issues of regional, rural/urban and socio-economic equity, and shows how discussion of Bhutanese experiences contributes to the international literature.

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Zusammenfassung Finanzierungen über die Gemeinde sind eine wichtige Quelle der Bezuschussung von Bildung, besonders dort, wo Regierungen nicht in der Lage sind, den Bedürfnissen der Bevölkerung gerecht zu werden. Obwohl dies weitreichend bekannt ist, gibt es kaum empirische Studien zu diesem Thema. Dieser Artikel befaßt sich mit der Situation in Bhutan. Es wird festgestellt, daß die Gemeinden bis zu den 90ern kaum Gelder für die Bildung zur Verfügung stellten, daß aber der Rahmen der Finanzierung in diesem Jahrzehnt gestiegen ist. Der Autor beschreibt, daß trotz einer allgemein positiven Antwort seitens der Gemeinden auf Forderungen der Regierung nach lokalen Finanzbeiträgen, Probleme hinsichtlich lokaler Finanzierungen bestehen. Insbesondere befaßt sich der Artikel mit Themen über regionale, ländliche und städtische und sozialökonomische Gleichheit und zeigt, wie die Diskussion über die Erfahrungen in Bhutan zur internationalen Literatur beiträgt.

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Resumen La financiación a través de la comunidad es una fuente importante de recursos adicionales para la educación, particularmente allí donde los gobiernos son incapaces de satisfacer todas las necesidades de sus habitantes. Si bien este es un hecho ampliamente conocido, existen muy pocos estudios empíricos sobre este tema. El trabajo analiza los modelos existentes en Bhután y observa que hasta los años noventa, eran pocos los recursos financieros provistos por las comunidades, mientras que durante la década actual han aumentado estos niveles de financiación. El estudio observa que, a pesar de que las comunidades, en general, han respondido de forma positiva a las llamadas del gobierno a realizar inversiones locales, la creación de recursos locales tiene algunos aspectos problemáticos. El trabajo se concentra particularmente en problemas de equidad regional, rural/urbana y socioeconómica, demostrando cómo la discusión sobre experiencias bhutanesas presta su aporte a la literatura internacional.

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Résumé Le financement communautaire représente une source importante de fonds supplémentaires pour l'éducation, en particulier quand le gouvernement ne peut répondre à tous les besoins de la population. Bien que ce fait soit largement reconnu, il n'existe que peu de recherche empirique sur le sujet. Cet article analyse différents modèles existant au Bhoutan. Il constate tout d'abord que jusque dans les années 90, les communautés ne fournissaient qu'une faible partie des ressources de l'éducation, mais que cette forme de financement a augmenté au cours de la dernière décennie. Il relève également qu'en dépit de la réaction généralement positive de la part des communautés envers l'incitation du gouvernement à un financement local, ce modèle présente néanmoins des difficultés. L'article se concentre d'autre part sur les questions d'équitabilité entre régions, entre villes et provinces et entre niveaux socioéconomiques, et révèle que la discussion sur les expériences du Bhoutan contribue à enrichir la littérature internationale.

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La Croissance des depenses publiques d'education en Allemagne: 1829–1989

Résumé Le retournement de conjoncture du début des années 1970 s'est traduit par un renouveau des travaux relatifs aux cycles longs de type Kondratieff. Face à la fluctuation atypique de certaines variables (prix, production, etc ...), les acquis théoriques antérieurs semblaient avoir épuisé leur capacité explicative. Il devenait nécessaire d'énoncer et de vérifier des hypothèses nouvelles pour expliquer les traits originaux de la crise de structure qui se dessinait. Les résultats des travaux développés au sein du groupe de recherche en Histoire Quantitative et Théories du Long Terme de l'Université de Montpellier I répondent à cette nécessité. Ils introduisent une relation entre les dépenses engagées pour le développement des hommes (salaires, éducation, santé etc ...) et celles consacrées à la croissance matérielle.

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The downturn in the economic situation in the early 1970s gave rise to new work on long-term Kondratieff cycles. Given the atypical fluctuation in some variables (prices, production, etc.), previous theories appeared to have exhausted their ability to explain events. To explain the original features of the structural crisis that was developing, it has become necessary to put forward and test new hypotheses. The results of work carried out by the research group on Quantitative History and Long-Term Theories at the University of Montpellier I meet this requirement. They introduce a relationship between expenditure on human development (wages, education, health, etc.) and that devoted to material growth.

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Zusammenfassung Die Verschlechterung der wirtschaftlichen Situation in den frühen 70ern gab der Arbeit an langfristigen Kontratieff — Zyklen Aufschwung. In Anbetracht der atypischen Fluktuation einiger Variablen (Preise, Produktion, usw.) schienen vorangegangene Theorien die Ereignisse nicht mehr erklären zu können. Um die Ursachen der sich entwickelnden strukturellen Krise erklären zu können wurde es notwendig, neue Hypothesen aufzustellen und auszuprobieren. Die Ergebnisse der von der Forschungsgruppe über Quantitative Geschichte und Langzeittheorien an der Universität von Montpellier I durchgeführten Studien erfüllen diese Anforderungen. Sie stellen Ausgaben für die menschliche Entwicklung (Lohn, Bildung, Gesundheit usw.) und Ausgaben für materielles Wachstum in Relation.

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Resumen La degradación de la situación económica a comienzos de los a~nos setenta ha originado un nuevo trabajo sobre ciclos Kondratieff de largo plazo. Dada la fluctuación atípica de algunas variables (precios, producción, etc.), las teorías previas aparentemente habían agotado su capacidad de explicar los hechos. A efectos de explicar las características originales de la crisis estructural que se estaba desarrollando, surgió la necesidad de adelantar y comprobar nuevas hipótesis. Los resultados del trabajo realizado por el grupo de investigación de Historia Cuantitativa y Teorías de Largo Plazo de la Universidad de Montpellier I satisfacen estos requisitos. Ellos introducen una relación entre los gastos y esfuerzos destinados al desarrollo humano (salarios, educación, sanidad, etc.) y aquellos dedicados al crecimiento material.

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A two-dimensional analysis of student ratings of instruction

Student ratings of instruction were analyzed in terms of two global factors. One factor, which includes items on advanced planning, presentation clarity, and increased student knowledge, was named pedagogical skill. The other factor taps information about class discussion, grading, and the availability of help and was named rapport. Ratings on the skill factor did not covary with class size or the leniency of the instructor's grading but did correlate with a reasonable external criterion of student learning. Ratings of rapport correlated inversely with class size and directly with average class grade and showed only a weak relationship to the external criterion of student learning. The skill factor showed more interclass stability than the rapport factor. Previous research studies which have examined the reliability and validity of instructional ratings and their relationship to student grades and class size have reported inconsistent findings. These inconsistencies appear to result from an inappropriate unidimensional analysis of ratings which should be examined in terms of two of more separate attitude dimensions.     

Jean-Jacques Rousseau's views on adult education

Although Rousseau describes inÉmile only his scheme for childhood education, he presents us in this work with some direct statements which can be applied to explain more fully the nature of adult education. The author surveys Rousseau's ideas on the role of the general will in adult educational philosophy, subject matter, methodology and negative education, as well as the relationships between the family, student, teacher, community and the state. He concludes that the modern Rousseau would not limit education to males and would recognize that the four Rousseauian periods of educational development — infancy, childhood, youngster, adolescence — is followed by a fifth: adulthood. Adult education is the logical continuation of the four previous phases. Throughout each phase education must permit intellectual and moral growth and always allow for creativity and diversity. Only then can adults become positive contributors to their society.

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Zusammenfassung Obwohl Rousseau inÉmile nur seine eigene Vorstellung der Kindererziehung beschreibt, präsentiert er uns in dieser Arbeit Standpunkte, die auch auf Erwachsenenbildung zutreffen. Der Autor beleuchtet Rousseaus Ideen zur Rolle des generellen Willens sowohl in der Philosophie der Erwachsenenbildung als auch in Inhalten, in Methodologien und in negativer Erziehung, sowie zu den Beziehungen zwischen Familie, Schüler, Lehrer, Gemeinde und Staat. Er schließt, daß der moderne Rousseau Bildung nicht nur auf die männliche Bevölkerung beschränken würde und zudem erkennen würde, daß zu den vier Rousseauschen Phasen der erzieherischen Entwicklung — Kleinkindalter, Kindheit, Heranwachsender und Jugendlicher eine fünfte Phase hinzukommen muß: das Erwachsenenalter. Erwachsenenbildung ist die logische Folge der vier vorangegangenen Phasen. In jeder Phase muß Erziehung intellektuelles und moralisches Wachstum beinhalten und Kreativität und Vielfalt berücksichtigen. Nur dann können Erwachsene Positives zu ihrer Gesellschaft beitragen.

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Resumen Si bien enÉmile, Rousseau describe solamente su idea de la educación de la niñez, en este trabajo nos confronta con algunas afirmaciones directas que pueden aplicarse para explicar con mayor profundidad la naturaleza de la educación de adultos. El autor investiga las ideas de Rousseau relativas a la voluntad general en la filosofía de educación de adultos, en el objetivo, en la metodología y en la educación negativa, así como las relaciones existentes entre la familia, el estudiante, el docente, la comunidad y el Estado. Su conclusión es que el moderno Rousseau no limitaría la educación a los varones y que reconocería que los cuatro períodos que Rousseau ha establecido para el desarrollo educacional: infancia, niñez, pubertad, adolescencia, deben completarse con una quinta etapa: la adultez. La educación del adulto es la continuación lógica de las cuatro fases previas. Desde su comienzo hasta su final, cada una de estas fases de la educación debe permitir el crecimiento intelectual y moral y ofrecer el espacio necesario para la creatividad y la diversidad. Son condiciones indispensables para que los adultos puedan prestar un aporte positivo a la sociedad a la que pertenecen.

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Résumé Bien que Rousseau ne décrive dans l'Émile que son modèle d'éducation de l'enfant, il fait dans cette oeuvre quelques déclarations directes que l'on peut utiliser pour définir plus amplement la nature de l'éducation des adultes. L'auteur présente les idées de Rousseau sur le rôle de la volonté générale dans la philosophie de l'éducation des adultes, les sujets, la méthodologie et l'éducation négative, de même que dans les relations entre famille, apprenant, enseignant, communauté et État. Il en déduit qu'un Rousseau contemporain ne limiterait pas l'éducation aux seuls garçons et reconnaîtrait que ses quatre périodes du développement pédagogique — première enfance, enfance, jeunesse et adolescence — sont suivies d'une cinquième, l'âge adulte. L'éducation des adultes est la continuation logique des quatre phases précédentes. À l'intérieur de chaque phase, l'éducation doit permettre une croissance intellectuelle et morale, et toujours laisser une part à la créativité et la diversité. Ce n'est qu'à cette condition que les adultes peuvent devenir des citoyens qui contribuent de façon positive à leur société.

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School effectiveness and effectiveness indicators: Parents', students', teachers', and principals' perspectives

The purpose of this study was to examine perceptions of school effectiveness among parents, students, teachers and principals, and differences in their perceptions across school levels (primary vs. secondary) and types (religious state vs. non-religious state). Finally, the results were compared with school effectiveness indicators in the literature. A sample of all categories of subject in eight Israeli schools were interviewed (N=64). Analysis reveals that parents stressed school outputs, teachers stressed their skills and teaching processes, students emphasized both inputs and outcomes, and principals chiefly inputs. Religious schools gave more weight than others to values. These findings are broadly in line with the literature, but any comprehensive analysis of school effectiveness demands reference to all aspects of the concept.

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Zusammenfassung Ziel dieser Studie war eine Untersuchung darüber, für wie effektiv Eltern, Schüler, Lehrer und Direktoren die Schule beurteilen und wie unterschiedlich diese Wahrnehmungen auf den verschiedenen Schulebenen und -arten sind (Primarstufe und Sekundarstufe, religiös und nicht-religiös). Danach wurden die Ergebnisse mit Indikatoren über Schuleffektivität in der Literatur verglichen. Man führte Interviews mit den Zielgruppen in acht israelischen Schulen durch (N=64). Die Analysen zeigten, daß Eltern am meisten Wert auf Schulergebnisse legten, Lehrer auf ihre Fähigkeiten und Lehrprozesse, Schüler empfanden Lernen und Ergebnisse als gleich wichtig und Direktoren interessierte hauptsächlich das Lernen. Religiöse Schulen legten mehr Gewicht auf Wertvorstellungen als andere. Diese Ergebnisse stehen im allgemeinen mit der Literatur in Einklang, aber jede umfassende Analyse der Schuleffektivität erfordert die Berücksichtigung aller Aspekte des Konzepts.

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Resumen El propósito de este estudio residía en examinar las percepciones referentes a la eficacia de la escuela entre padres, estudiantes, docentes y directores, y las diferencias en sus percepciones a través de los diferentes niveles (primario vs. secundario) y tipos de escuelas (religiosas vs. laicas). Finalmente, los resultados se compararon con los indicadores de eficacia escolar establecidos en la literatura. Se ha interrogado a un grupo representativo de todas las categorias de sujetos en ocho escuelas israelíes (N=64). Los análisis revelan que los padres ponían énfasis en los rendimientos escolares, los maestros enfatizaban sus habilidades y procedimientos de enseñanza, los estudiantes enfatizaban tanto los esfuerzos como los resultados, y los directores, principalmente, los esfuerzos. Las escuelas religiosas, más que otras, adjudicaban una mayor importancia a los valores. Estos resultados coinciden de forma global con los datos que indica la literatura, pero todo análisis integrado de eficacia escolar exige la referencia a todos los aspectos del concepto.

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Résumé Le but de cette étude était d'appréhender comment parents, élèves, enseignants et directeurs d'école perçoivent l'efficacité scolaire, et si cette appréciation est différente selon le niveau scolaire (primaire ou secondaire) et le type d'école (statut religieux ou laïque). En dernier lieu, les résultats ont été comparés avec les indicateurs de l'efficacité scolaire relevés dans la littérature. Un échantillon de chaque groupe de sujets de huit écoles israéliennes a été soumis à des entretiens. L'analyse révèle que les parents font valoir le rendement scolaire, les enseignants s'attachent à leurs compétences et leurs méthodes pédagogiques, les élèves soulignent à la fois le contenu des programmes et les résultats scolaires, et les directeurs d'établissement se concentrent en premier lieu sur les contenus pédagogiques. Les écoles religieuses quant à elles donnent davantage de poids aux valeurs. Ces résultats correspondent d'une façon générale à ceux de la littérature, mais toute analyse complète sur l'efficacité scolaire doit couvrir tous les aspects du concept.

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Towards an electronic independent learning environment for statistics in higher education

This study focuses on the feasibility of implementing independent learning in a traditional university and the feasibility of providing this independent learning by means of an electronic interactive learning environment. The target group contained students enrolled in an applied statistics course at the Department of Psychology and Educational Sciences at the University of Gent (RUG). Three experimental variables were designed: learning environment, delivery and support. This created five different learning conditions to which subjects were assigned at random. The present study gives empirical evidence that an electronic-based independent learning environment with discernible support devices can take its place in a traditional university setting. Our results indicate that the cognitive outcomes of students' learning in a computer-based environment are neither fostered nor hindered by attitudes towards computers. The merely cognitive aspect of attitude towards computers, i.e., interest in learning about computers, affects the perception of structure in the materials; more interested students have a better perception of structure. Students with better prior knowledge and having fewer problems with statistics have a better perception of the learning access to the contents. In order to construct electronic learning environments, further investigation is needed into student characteristics interacting with learning environment characteristics, and this is currently in progress by our group.     

Jekyll and hyde in the classroom: A comparative case study in educational failure

This article describes the curriculum Enrichment Program (CEP), an attempt at partial privatization in a Jerusalem elementary school. Although the school was part of the free public education system, under the CEP parents could pay for their children to receive extra teaching over and above the basic curriculum. Because of a high drop-out rate and other problems, the project was terminated after a short period. The author examines the reasons for the failure of the scheme and analyses its wider implications.

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Zusammenfassung Dieser Artikel beschreibt das Curriculum Enrichment Program (CEP — Curriculum Erweiterungsprojekt), ein Versuch zur teilweisen Privatisierung einer Grundschule in Jerusalem. Obwohl die Schule Teil eines freien öffentlichen Bildungssystems war, stand es den Eltern frei, gegen Bezahlung erweiterten Unterricht über das Grundcurriculum hinaus für ihre Kinder zu erhalten. Das Projekt wurde schon nach kurzer Zeit aufgrund von hohen Schulversagerquoten und anderen Problemen beendet. Der Autor untersucht die Gründe für den Fehlschlag des Systems und analysiert die weiteren Auswirkungen.

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Resumen Este artículo describe un proyecto de ampliación del programa de enseñanza Llamado Curriculum Enrichment Program (CEP) como un proyecto de privatización parcial que se realizó en una escuela de primera enseñanza de Jerusalén. Si bien la escuela formaba parte del sistema de educación pública, el CEP ofrecía la posibilidad de que los padres pagaran una instrucción adicional al programa básico para sus hijos. A causa de una elevada cuota de bajas y de otros problemas, el proyecto fue terminado poco tiempo después. El autor examina las razones del fracaso de este delineamiento y analiza las consecuencias de mayor trascendencia.

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Résumé Cet article décrit le projet d'enrichissement des curriculums, qui était une tentative de privatisation partielle dans une école primaire de Jérusalem. Bien que cette école fasse partie du système d'enseignement public, ce projet donnait l'option aux parents de payer pour que leurs enfants reçoivent un enseignement supplémentaire, en dehors du curriculum de base ou supérieur à celui-ci. En raison du taux élevé d'abandons et d'autres problèmes, le projet fut interrompu après une courte période. L'auteur étudie les raisons de l'échec de ce modèle et en analyse les répercussions indirectes.

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The American mixture of higher education in perspective: four dimensions

Several nations are currently considering privatization of parts of their higher education systems. This paper, mainly based on the American experience, examines privatizing public institutions as an alternative to establishing solely private institutions.Institutions are analyzed along four dimensions: (1) ownership (public or private); (2) control (external or internal); (3) financing (public or private funds); and (4) mechanisms for public financing (who controls fund distribution and how). There are varying mixtures along these four dimensions both within countries and around the world, with the American system exhibiting the widest range of combinations. Six categories are described, including four common in the U.S.: I. Independent private, where institutions are independent in ownership, in control, and in basic financing; II. Dependent private, independent in ownership and financing but dependent in control; III. Independent public, dependent in ownership but independent in control and substantially independent in financing; IV. Semi-independent public (state/guild type), dependent in ownership, mixed in control, and heavily dependent in financing (less common in the U.S., but typical of Italy and Latin America); V. Semi-independent public (state/trustee/guild type), where control is shared among state, academic guilds and lay boards of trustees but with mainly state-controlled financing; and VI. Dependent public, the model in the Communist nations.Kerr traces the historical path that led to the mixed American system and examines some of its positive consequences, which include institutional autonomy, diversity, and flexibility. Negative results include possible over-responsiveness to short-term pressures, as from the labor market or student preferences for courses of study, and from supporting business or industry.The author concludes that the American experience with privatized public institutions may serve as a model for those elsewhere who now seek greater institutional differentiation, autonomy, and flexibility within national systems of higher education.     

The use of examples in expository texts: Outline of an interpretation theory for text analysis

Much has been made about the difficulties students have in transferring their learning from one context to another. We suggest that students learning from examples use imitation, a subtype of analogical problem solving (APS). Whereas APS involves manipulating a mental representation, imitation involves mapping the surface features of a source example to a target problem and no assumptions are made about what a student knows. Often imitating a close variant of a source problem is likely to be relatively successful; however, trying to solve a distant variant by imitating an example creates difficulties in mapping values and adapting the source example to the target. In this paper we argue that some students' inability to transfer their learning is very often due to the teaching material rather than any failure on the part of the student. To this end, we have developed an interpretation theory based on the proportional analogy framework (a:b::c:d) which can be applied to text analysis. The theory is demonstrated using examples taken mainly from computer programming textbooks.     

The acquisition of basic multiplication skills

Children learning the basic multiplications, use knowledge which they acquired in former stages. Certain additions, for instance the doubles, known by heart, can support the learning process for multiplication. It makes a great difference in cognitive achievement whether children know multiplication facts by heart or whether they are able to figure out basic multiplications. If education supports the development of informal thinking strategies, children become so skilled at this, that the border between figuring out and knowing by heart will gradually disappear. By using informal strategies children will acquire a flexible mental structure of multiplication facts instead of a collection of rules.     

Students' thoughts during problem-based small-group discussions

Small-group discussions are a cornerstone of problem-based learning. Usually, when one student speaks, the others are silent. Silent students may think about various topics. The question is how far these thoughts are pertinent to the subjects under discussion. This covert behavior is directly tapped by means of the thought-sampling method (using a beeper to signal the students to report). The reproduced thoughts were classified and the percentage of relevant thoughts calculated. At the end of the last group session the students completed a questionnaire. Approximately three-quarters of the thoughts reported were task-relevant. Students showed proper self-knowledge about their own level of attention.     

Vicarious learning from dialogue and discourse -- A controlled comparison

This study examined learning in the domain of sentence parsing and syntax tree-diagram construction. The aim of the study was to assess whether subjects could learn vicariously from recordings of interactions between a previous student and a tutor.Four intervention conditions and a control condition were compared. Subjects in a dialogue group (DL) read printed tutorial notes and subsequently vicariously viewed dynamic (animated) recordings of tree diagrams being constructed by a previous student in the presence of a tutor.The discourse (DI) condition was similar except that subjects viewed recordings of tree diagrams being constructed by a tutor who concurrently verbalised instructional discourse.In a third condition (DO), subjects viewed tree-diagram construction animation clips which were not annotated with either dialogue or discourse. In a linear text (LT) condition, subjects were given only printed tutorial notes. A control (CO) condition involved pre and post testing without any intervention.Results indicated that the dialogue condition was as effective as the discourse condition. This provides support for contention that re-usable dialogue is a useful resource for the vicarious learner. Another finding was that un-annotated animated diagrams were surprisingly effective. Several reasons for their effectiveness are suggested from the literature on instructional animations.     

Minority aspirations and the revival of indigenous peoples

The growing world-wide sensitivity to the aspirations of indigenous peoples is to be welcomed. However, there is still a tendency which should be avoided: to lump the claims of indigenous peoples with those of minorities. Indigenous peoples are the heirs of long-established political, social and cultural communities which have been oppressed for centuries or victimized by policies of genocide or forced assimilation into the approved language and religion of the dominating community. These forms of destruction can only be truly ended by returning to indigenous peoples a degree of autonomy which will ensure that they have real control over their future. Indigenous peoples should be able to create institutions, including schools, where their languages, religions and cultures are permitted to flourish without interference.

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Zusammenfassung Wachsende weltweite Sensibilisierung gegenüber den Bedürfnissen einheimischer Völker sind sicherlich begrüßenswert. Vermieden werden sollte jedoch die Tendenz, die Ansprüche einheimischer Völker mit denen der Minderheiten gleichzusetzen. Einheimische Völker sind Erben langansässiger politischer, sozialer und kultureller Gemeinden, die jahrhundertelang unterdrückt oder Opfer politisch motivierten Massenmordes wurden, oder aber die dazu gezwungen wurden, sich der Sprache und Religion der dominierenden Gruppe zu unterwerfen. Diese Art von Zerstörung kann nur dann endgültig beendet werden, wenn einheimischen Völkern die für eine wahre Kontrolle über ihre Zukunft nötige Autonomie zugestanden wird. Einheimische Völker sollten die Möglichkeit bekommen, Institutionen und Schulen einzurichten zur Pflege und Weiterentwicklung ihrer eigenen Sprache, Religion und Kultur ohne Intervention von dritter Seite.

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Resumen La creciente sensibilidad que se registra en todo el mundo ante las aspiraciones de los indígenas es un hecho muy positivo. Sin embargo, aun subsiste una tendencia que debe evitarse: no deben agruparse las reivindicaciones de los indígenas con las exigencias de minorías. Los indígenas son los herederos de communidades políticas, sociales y culturales establecidas desde hace mucho tiempo, que fucron oprimidas durante siglos o víctimas de políticas de genocidios o de asimilación forzada a la lengua y a la religión oficial de la comunidad dominante. Estas formas de destrución solamente podrán suprimirse devolviendo a los indígenas un grado de autonomia que les asegure un real control de su propio futuro. Los indígenas deberían recibir la posibilidad de crear instituciones, e incluso escuelas, donde sus lenguas, religiones y culturas puedan florecer sin sufrir interferencias.

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Résumé La sensibilisation croissante au niveau mondial pour les aspirations des populations autochtones doit être encouragée. Une tendance reste cependant à éviter: confondre les revendications des peuples autochtones avec celles des minorités. Les premiers sont les héritiers de communautés politiques, sociales et culturelles implantées de longue date, qui ont été opprimées pendant des siècles, ou sont devenues victimes de politiques génocides, ou encore forcées à l'assimilation de la langue et de la religion autorisées par la communauté dominatrice. On ne pourra mettre un terme définitif à ces formes de destruction que si les populations autochtones recouvrent un minimum d'autonomie qui leur assurera une maîtrise véritable de leur avenir. Les peuples autochtones devraient pouvoir créer des institutions, dont les écoles, où leurs langues, leurs religions et leurs cultures seraient libres de s'épanouir sans ingérence.

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Focusing Improvement and Quality Assurance: Work Samples as Authentic Performance Measures of Prospective Teachers’ Effectiveness

The authors suggest that the gap between common evaluation practice in teacher preparation and the consensus reform goal of high levels of student learning for all students is an impediment to reinventing teacher preparation, professional development, and the professionalization of teaching. In the context of Oregons six-year-old educational transition to a standards-based design for schools and schooling, prospective teachers in Oregon have, since 1989, been required to design, develop, and implement teacher work samples as credible evidence of their effectiveness in fostering student learning as a condition for recommendation for an initial teaching license. This article describes teacher work sample methodology and evidence for its reliability and validity in evaluating the performance of prospective teachers. In short, this article describes a methodology that responds to one critical part of the National Commission on Teaching and Americas Futures challenge to reinvent teacher education and improve student learning.     

Analyzing children's errors on written mathematical tasks

Methods developed by Newman and Casey for analyzing errors made by children attempting verbal arithmetic problems are described, with particular emphasis being given to Newman's hierarchy of error causes. Data obtained by Newman, Casey, and Clements are presented. These show that a large proportion of errors made by children in grades 5–7 in Victoria on verbal arithmetic problems are in the Newman categories Comprehension, Transformation, Process Skills, and Carelessness.     

Hierarchies in mathematics education

In mathematics education literature the term hierarchy is used in a number of ways. It is important that the mathematics educator consider the usefulness of the hierarchies presented by various researchers and theorists, in the light of their application to teaching. Current works on mathematical learning hierarchies are illustrated and in particular the work of the mathematics team of the research project Concepts in Secondary Mathematics and Science is examined.     

Gender-group differences in the learning behaviour of entering first-year university students

This study explores the existence of structural gender differences in the learning behaviour of first-year students on entry to university, based on responses to an extended form of the Approaches to Studying Inventory. The focus is on underlying dimensions of variation, that distinguish between the manner in which male and female students recalled and reported on their most recent experience of studying Science in their final secondary school year. Such differences as emerge are only partially interperatble in terms of classic deep or strategic structures. It is argued that gender-sensitive sources of variation, as manifested, are worth of further investigation and are of potential strategic value to university departments insofar as they are able to locate difficulties that students bring with them early in their undergraduate studies.     

The decline of the nation-state and the education of national minorities

Many forces are shifting the role of the nation-state and altering our fundamental understanding of how it should function. The author argues that the transplanted European model of the nation-state has become dysfunctional, creating national minorities, serving as an ideological cloak for various forms of oppression and opposing forms of education that would promote diversity of languages and cultures. The decline of territorial sovereignty under the forces of globalization, the move to supranational forms of organization and the emergence of sub-national areas of economic and social development (often city-regions) provide a new range of opportunities for development of minority schooling.

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Zusammenfassung Viele Kräfte verändern die Rolle des Nationenstaates und ändern damit auch unser grundsätzliches Verständnis zu dessen Funktion. Der Autor argumentiert, daß das übertragene europäische Modell des Nationenstaates außer Funktion gesetzt und damit nationale Minderheiten geschaffen wurden. Somit besteht ein ideologischer Deckmantel für verschiedene Arten von Unterdrückung und Widerstand gegen Erziehungsarten, die eine Vielfalt der Sprachen und Kulturen fördern würden. Der Verfall territorialer Unabhängigkeit unter den Kräften der Globalisierung, die Bewegung hin zu einer supranationalen Form der Organisation und die Schaffung regionaler Gebiete wirtschaftlicher und sozialer Entwicklung (oft Stadtbezirke) bieten neue Entwicklungsmöglichkeiten hinsichtlich der Schulbildung für Minderheiten.

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Resumen Son muchas las fuerzas que están cambiando el papel que desempeña el estado-nación y que alteran nuestro concepto básico de cómo este debería funcionar. El autor argumenta que el modelo europeo trasplantado del estado-nación se ha vuelto disfunctional, creando minorías nacionales y sirviendo de manto ideológico para encubrir diferentes formas de opresión y de oposición a una educación que intenta promover la diversidad de lenguas y culturas. El ocaso de la soberanía territorial bajo las fuerzas de globalización, el cambio hacia formas de organización supranacionales y el surgimiento de sectores subnacionales de desarrollo económico y social (frecuentemente en regiones urbanas) proveen un nuevo tipo de oportunidades para el desarrollo de una educación escolar de minorías.

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Résumé De nombreuses pressions modifient le rôle de l'Etat-nation et transforment notre conception fondamentale de son fonctionnement. L'auteur expose que le modèle européen d'Etat-nation qui a éé transposé dans d'autres régions est maintenant atteint de dysfonctionnement, car il crée des minorités nationales, sert de prétexte idéologique à différentes formes d'oppression et fait obstacle à des modèles d'éducation qui encourageraient la diversité des langues et des cultures. Le déclin de la souveraineté territoriale sous la pression de la mondialisation, l'évolution vers des formes d'organisation supranationales et l'apparition de concentrations régionales du développement éconnomique et social (souvent en tant que régions urbanisées) constituent de nouveaux stimulants pour l'élaboration d'une scolarité adaptée aux minorités.

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The Tertiary Programming Learning Environment: Is It Equitable?

The computing learning environment has not often been equitable for female students. For example, the number of females enrolled in tertiary computing courses is low compared with males and their retention is poor. In recent years, New Zealand educational institutions have experienced an increased enrolment of new arrivals – students of diverse nationalities, cultures and educational backgrounds. The New Zealand government is encouraging the expansion of education exports, yet little is known about how new-arrival students, studying programming at tertiary institutions, perceive their learning environment and whether they feel comfortable and included. This article reports research which examined how equity is perceived by subgroups based on sex and arrival status. The study used a mixed-method design to investigate first-year tertiary programming students perceptions of their learning environment. Survey results showed that, compared with New Zealand males and new-arrival females, New Zealand females and new-arrival males indicated that they would prefer a more equitable learning environment to the one that they actually experienced. Further, results from student interviews revealed differences amongst the student subgroups, suggesting that there were areas of dissatisfaction not obvious from the survey data.