Opportunity in Alaska by George Sundborg. The Macmillan Company. 287 pp. $2.50

I Ought to but… A Philosophical Approach to the Problem of Weakness of Will in Education by Roger Straughan. Atlantic Highlands, N.J.: Humanities Press, 1982. 235 pp. $23.00.

The Problem of Values in Educational Thought by Philip L. Smith. Ames, la.: Iowa State University Press, 1982. 92 pp. $4.50.

Holistic Education: Teaching of Science in the Affective Domain by Isadore L. Sonnier. New York: Philosophical Library, 1982. 126 pp. $13.95.

Shaping Legislative Decisions: Educational Policy and the Social Sciences by Douglas E. Mitchell. Lexington, Ma.: Lexington Books, Inc., 1981.201 pp. $22.95.

“I Respectfully Disagree with the Judge's Order”: The Boston School Desegregation Controversy by J. Michael Ross and William M. Berg. Washington, D.C.: University Press of America, Inc., 1981. 745 pp.     

Interpretations of Parenting by Mainland Chinese and U.S. American Children

Objective. This study examined whether mainland Chinese and U.S. American children’s interpretations of their parents’ coercive authority assertion and critical comparison and shaming moderate relations between their reports of parenting and adjustment. Design. Middle-school children from mainland China (n = 217) and the United States (n = 207) rated their parents on coercive authority assertion and critical comparison and shaming, indicated whether they approved of their parents’ practices, rated their parents’ underlying intentions, and reported their own depression, antisocial behavior, and school motivation. Results. Moderation analyses showed that associations between coercive authority assertion or critical comparison and shaming and child depression were stronger for American and Chinese children whose approval ratings for these practices were relatively low. Greater coercive authority assertion was related to lower antisocial behavior for children who rated their parents high for the child beneficial interpretation and to lower school motivation for children who rated their parents low for the parent beneficial interpretation. For American children, greater coercive authority assertion also was related to greater depression for those who rated their parents relatively low for the child beneficial interpretation. For Chinese children, greater critical comparison and shaming was related to increased school motivation for those who rated their parents high on the child beneficial and/or parent beneficial interpretations. Conclusions. When children interpret their parents’ behavior in a more positive manner (i.e., they approve or think it is motivated by concern for the child), negative effects of coercive authority assertion and critical comparison and shaming may be mitigated. However, some cultural differences were found, particularly with respect to school motivation.     

Speaking personally—with Janet K. Poley

Online Education: Perspectives on a New Environment. Edited by Linda Harasim (New York: Praeger, 1990, 279 pp., $41.95)

Expanding Access to Knowledge: Continuing Higher Education ‐ NVCEA 1915–1990. Edited by R.W. Rohfeld (Washington, D.C.: National University Continuing Education Association, 1987, 265 pp., hard cover, $29.95; paper, $16.95)     

Generalists vs. specialists in the supervision of student teachers

Reichart, Sandford. Change and the Teacher. New York: Thomas Crowell Company, 1969, paper, 151 pages.     

Organic Creativity in the Classroom: Teaching to Intuition in Academics and the Arts. Piirto,J. (Ed.). (2013)

A thoughtful overview of Gifted Education, Judy W. Eby Joan F. Smutney White Plains, NY: Longmans, 1990 224 pp.     

Reimagining Japanese Education: Borders,Transfers, Circulations and the Comparative. Edited by D.B. Willis and J. Rappleye

ABSTRACT

Vygotsky considered vraschivaniya, or ‘ingrowing’, an indispensable stage in the ‘internalization’ of meaning and described three different ways this could happen. But were these different ways options or substages? By logico-semantic analysis of Vygotsky’s notebooks and published texts, and by recontextualizing them historically, I show that what started as three options became substages. By exemplifying some vraschivaniya with data from Korean school children, I show that what starts as dialogue shared only with the family through joint activity becomes, in the classroom, generalization that can be shared with a whole culture through narrative.     

Literacy and oracy across the U.S.-Mexico border: A look at the Plazas Comunitarias programme

ABSTRACT

This article explores the relationship between literacy and oracy in the context of Plazas Comunitarias, a basic education programme in Spanish for immigrants in the United States. I reflect on my experiences as a former Plazas facilitator, analyse key literacy materials from the programme and offer observations on reading aloud in an adult literacy classroom context. Additionally, I suggest that beyond facilitating overall reading development, the Plazas programme fulfils a key literacy function by fostering community building and provides access routes to community-based civil society organisations and key social institutions for immigrant groups.     

Review: Approaches to educational psychology‐some recent textbooks

Blair, G. M., Jones, R. S., and Simpson, R. H., Educational Psychology (4^th Ed.). New York: Macmillan, 1975. 624 pages. $8.95

Craig, R. C., Mehrens, W. H., and Clarizio, H. F., Contemporary Educational Psychology: Concepts, Issues, Applications. New York: Wiley, 1975. 558 pages. $9.95

Gage, N. L., and Berliner, D. C., Educational Psychology. Chicago: Rand McNally, 1975. 869 pages. $9.95

Lefrancois, G., Psychology for Teaching (2nd Ed.). Belmont, Cal.: Wadsworth, 1975. 372 pages. $7.95

Packard, R. G., Psychology of Learning and Instruction. Columbus, Ohio: Merrill, 1975. 480 pages. $9.95

Smith, M. D., Educational Psychology and its Classroom Applications. Boston: Allyn & Bacon, 1975. 574 pages. $9.95     

The Development of Giftedness and Talent Across the Life Span. Horowitz,F. D., Subotnik,R. F., & Matthews,D. J. (2009)

Doll, B. and Doll, C. (1997). Bibliotherapy With Young People: Librarians and Mental Health Professionals Working Together. Englewood, Colorado: Libraries Unlimited, Inc., (124 pp., $23.00 Pb, ISBN: 1–56308–407–4)

Ford, D. Y. (1996). Reversing Underachievement Among Gifted Black Students: Promising Practices and Programs. New York, NY: Teachers College Press (236 pp.,$24.95, ISBN‐0–8077–3535–3).

Harris, V.J. (1997). Using Multiethnic Literature in the K‐8 Classroom. Norwood, MA: Christopher‐Gordon Publishers, Inc. (300 pp., SBN 0–926842–60–9).

Ellis, A. and Llewellyn, M. (1997). Dealing with Differences: Taking Action on Class, Race, Gender and Disability. Thousand Oaks, California: Corwin Press, Inc. (158 pp., $24.95 paper, ISBN‐0–8039–6430–7).

Delisle, R. (1997). How to Use Problem‐Based Learning in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development (107 pp., $12.95 paper, ISBN 0–87120–291–3).

Torp, L., &; Sage, S. (1998). Problems as Possibilities: Problem‐based learning for K‐12 education. Alexandria, VA: Association for Supervision and Curriculum Development (102 pp., $15.95 paper, ISBN 0–87120–297–2)     

Against the Tide: Critics of Digitalization; Warners,Sceptics, Scaremongers,Apocalypticists. 20 Portraits by Otto Peters

Distance Education: A Spectrum of Studies. Edited by B. N. Koul and Janet Jenkins. (London: Kogan Page, 1990, 260 pp., £25).     

Student-designed games in secondary education. Effects and perspectives from students and teachers

Abstract

The goal was to gain a deeper understanding of the extended use of student-designed games. 207 students (grades: eight, nine, eleven) from one school participated. They were randomly divided in Experimental (student-designed games) and Equivalent group (traditional instruction). Both experienced the same learning units (two, 12 sessions) over the same time (six weeks). The study followed a pretest, post-test, quantitative-qualitative research design. Data was obtained through questionnaire, diary and open-ended question. Quantitative results showed statistically significant differences at post-test in Autonomy and Important role favoring the Experimental group. Students’ qualitative data produced positive: student empowerment, innovation, fun and learning, and negative themes: lack of flow, boring and no democracy. From the teacher’s diary also emerged positive: student empowerment and increased participation and negative themes: lack of flow. Student-designed games can empower students, increasing their autonomy and important role, but they also have limitations.     

Sharing the Excitement of Learning

Abstract

Toward a Literate America Cultural Literacy: What Every American Needs To Know By E. D. Hirsch, Jr. Boston: Houghton Mifflin Company, 1987, xvii + 251 pages, $16.95. Reviewed by Fauneil J. Rinn

Changing the Odds Academic Women, Working towards Equality By Angela Simeone South Hadley, Massachusetts: Bergin &; Garvey, 1987, 161 pages, $27.95 hardbound, $10.95 softbound. Reviewed by Pheme Perkins

Fruitful Background for Reasonable Discussion Orators and Philosophers: A History of the Idea of Liberal Education By Bruce Kimball New York: Teachers College/Columbia University, 1986, xix + 293 pages, $19.95. Reviewed by Geoffrey Comber     

一矩阵方程组的反射解

We derive necessary and sufficient conditions for the existence and an expression of the （anti）reflexive solution with respect to the nontrivial generalized reflection matrix P to the system of complex matrix equations AX = B and XC = D. The explicit solutions of the approximation problem min x∈Ф ｜｜X - E｜｜F was given, where E is a given complex matrix and Ф is the set of all reflexive （or antireflexive） solutions of the system mentioned above, and ｜｜·｜｜ is the Frobenius norm. Furthermore, it was pointed that some results in a recent paper are special cases of this paper.     

Teaching Teachers

Abstract

Women Against the Odds The Campus Troublemakers: Academic Women In Protest By Athena Theodore Houston: Cap and Gown Press, 1986 xxiv + 293 pages, $23.95 hardbound, $15.95 softbound. Reviewed by Claire Hirshfield

“Artistry of Discussion Leadership” and Other Skills Teaching and the Case Method By C. Roland Christensen, with Abby J. Hansen Boston: Harvard Business School, 1987, 290 pages, $29.95 Reviewed by Richard Leahy

Valuable Background Reading College: The Undergraduate Experience in America By Ernest L. Boyer, president, The Carnegie Foundation for the Advancement of Teaching New York: Harper &; Row, 1987, 328 pages, $19.95 Reviewed by Frederick S. Weaver     

Résumés

Abstract

La simulation de l'ordinateur comme un outil de l'éducation de gestion du pare Robert E. Manning and Fletcher I. Potter

Un jeu d'interaction pour examiner les échanges entre les valeurs économiques et écologiques Paul J. Rago

Modèles d'integration dans la planification et décisions de l'environement David Clinton Kyler

La participation de la communauté dans la gestion des déchets dangereux: Une comparison entre une visite sur-site et une visite simulée Deborah Anne Simmons

Le développement et la conservation des attitudes vers l'environement des élèves des écoles primaires Harold H. Jaus

Une comparison entre l'attitude des étudiants américains et non-américains vers l'issue de l'environement physique A. Doyne Horsley     

The Problem of the Inarticulate

Abstract

A Few Good Apples An Apple for My Teacher: Twelve Authors Tell About Teachers Who Made the Difference Edited by Louis D. Rubin, Jr. Algonquin Books of Chapel Hill, 1987, xiv + 186 pages, $10.95 Reviewed by Roy Starling

Abrasive but Hopeful: The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students By Allan Bloom New York: Simon and Schuster, 1987, 392 pages, $18.95 Reviewed by Robert L. Spaeth     

Resumens

Abstract

Interpretatión y educación ambiental no formal en el manejo de los recursos naturales. E. C. Olson, Mary Lynne Bowman, Robert E. Roth

Procesos cognitivos relacionados con la interpretación del ambiente William E. Hammitt

Demandas interpretativas del medio ambiente en la República Dominicana Clinton L. Shepard

Influencias en el recreo comercial en los ríos David Cockrell, Steve Bange, y Joseph Roggenbuck

Evaluación directa: Un medio administrativo para la justifacación, evolución y modificación de programas Paul F. Nowak

Beneficios económicos para los visitantes de un puesto de información interpretativa Ted T. Cable, Douglas M. Knudson, y David J. Stewart     

Prediction/discussion-based learning cycle versus conceptual change text: comparative effects on students’ understanding of genetics

Background and purpose:

The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students’ understanding of genetics concepts.

Sample:

Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n?=?39), conceptual change text class (n?=?37) and traditional class (n?=?36).

Design and method:

A quasi-experimental research design of pre-test–post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test–post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates.

Results:

The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found.

Conclusions:

Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students’ understanding of science.     

Résumés

Abstract

La methode explicative et l'éducation écologique non formalisée en malière de gestion des ressources naturelles E. C. Olson, Mary Lynne Bowman, et Robert E. Roth

La familiarisation et la compréhension de l'environment William E. Hammitt

La tǎche de l'éducation écologique en République Dominicaine Clinton L. Shepard

La persuasion et la formation des attitudes dans les activités fluviales organisées David Cockrell, Steve Bange, Joseph Roggenbuck

L'évaluation directe: un instrument de gestion permettant las justification, l'évaluation et la modification de programmes Paul F. Nowak

Les bénéfices économiques réalisés par les visiteurs d'un centre d'information Ted T. Cable, Douglas M. Knudson, David J. Stewart