THE LONG‐TERM EFFECTS OF REMEDIAL TREATMENT

As in the previous investigation (Derrick, 1973), there were the same considerable differences in the distribution of the articles amongst the age groups of the persons studied, the sizes of the samples, the methodologies of the designs, and the number contributed by individual British universities. Education was of minor interest in the sociology journal and British psychologists were quite uninterested in contributing to the international journal.     

Curriculum: Broad brushstrokes or paint‐by‐the‐numbers?

Abstract

A renewed emphasis on standardized achievement tests has left teachers bewildered about what to teach and how to teach it. This article attempts to address that issue. Modified or enhanced mathematics instruction was the focus of this study based on two factors: national concerns over students’ achievement in mathematics and technology and the existence of an identified, national set of standards for mathematics instruction. Qualitative methodology was used to address research questions. Teachers involved in the study were trained in the different elements of curriculum modification practices and had one additional hour of orientation to the mathematics unit used in the study. Results of this study suggested that a modified or enhanced curriculum unit alone, with appropriate, escalated learning goals (Schunk, 1996) and authentic resources and products (Renzulli, 1977) can create substantial interest, motivation, and a perceived value in learning for students of all ability levels.     

ASSESSING THE EFFECTS OF OLDER ADULT EDUCATION ON SUBJECTIVE WELL‐BEING

The number of educational programs for older adults is increasing. It has been proposed that older adults maintain or increase their subjective well‐being by participating in such programs. Indeed, many educational programs targeted for older adults have objectives that deal with enhancing subjective well‐being. However, program evaluations that assess the subjective well‐being of participants are infrequent. A literature search located only seven research reports including data on the impact of educational programs on the subjective well‐being of older adults. The studies mostly were pre‐experimental, contained a variety of outcome measures, and yielded inconclusive results. In this paper, we discuss a global and multidimensional perspective of subjective well‐being encompassing the constructs of happiness, morale, and life satisfaction by specifying their location on temporal, cognitive, and affective dimensions. We also point out that current scales used to assess these constructs may be inappropriate, because the content of specific items may be inconsistent with program objectives. Recommendations are offered, in terms of measurement and research design issues, for upgrading the evaluation of educational interventions targeted for older adults.     

Watching TV: pros or cons

Television has greatly changed people's life since it was invented. Now it has become one important part of modern life.     

TV给音乐带来了什么?

“音乐 TV”是时下的一个流行词儿。对于给本来诉诸听觉的音乐艺术配上诉诸视觉的电视画面以丰富其艺术表现力和感染力,人们大多是作笼而统之的肯定和赞许。这固然不错,但对音乐与 TV 携手的观照和研究若     

DEVELOPMENT OF DRAMATIC PLAY IN YOUNG CHILDREN AND ITS EFFECTS ON SELF‐REGULATION: THE VYGOTSKIAN APPROACH

The necessity for parents and teachers to work together collaboratively to optimize children’s learning and development in early childhood education is well recognized. Yet, ways in which initial teacher education programs might prepare teachers for professional relationships with parents are rare in the literature. This paper reports on the use of field experience in family homes that occurred in the 1^st year of a teacher education program. A case study of two student teachers is discussed to illustrate the potential of such an approach to this aspect of teacher preparation. These student teachers experienced the realities of the daily lives of families with young children. Six months later, their experiences appeared likely to have had a positive influence on their understanding of parenting and their attitudes towards establishing and maintaining effective partnerships with parents in their future professional role.     

How did Mike steal a TV?

1.One day the detective Jerry received a telephone from his sister Helen.Helen told him she bought a new car and a new TV.But her new TV was stolen.     

The Work‐Related Curriculum: The New Entitlement?

Abstract

In this paper I take the opportunity to explore some ideas about the work‐related curriculum which arise, both directly and indirectly, out of several projects with which I have recently been involved, namely, the national evaluations of the Lower Attaining Pupils Programme (Stradling and Saunders, 1991), the management of TVEI Extension (Saunders et.al. 1991), and the operation of Compacts (Saunders and Morris, 1992). The initiatives are (or were) all concerned with providing a work‐related curriculum for young people in their last two years of compulsory schooling, with the aim of easing the transition to adult and working life.

But these evaluations show that if the principle of ‘entitlement’ is not built into work‐related provision, its key messages ‐‐ on relevance and incentives ‐‐ are likely to be unrealised. That the work‐related curriculum needs to be developed through partnership between education and industry is now almost a truism; but partnership is harder to achieve than to eulogise. In particular, clear and precise objectives and consequent criteria of partnership success need to be established, together with a recognition that partners do not necessarily share the same starting points or compatible perspectives. Some process of ‘power‐broking’ may be called for, in order to mediate and match their different needs.     

Personalisation: the nostalgic revival of child‐centred education?

Personalisation is an emerging ‘movement’ within education. Its roots reside in marketing theory, not in educational theory. As a concept it admits a good deal of confusion. It can refer either to a new mode of governance for the public services, or it qualifies the noun ‘learning’, as in ‘personalised learning’. The concern here is with its intellectual affinity to child‐centred education, one which the government in England has strongly denied. On balance, the government’s view of personalisation is not of a piece with what may commonly be regarded as child‐centred education. But the strong semantic accord between the terms ‘personalisation’ and ‘child‐centred education’ provokes a question: why does the government not provide a term which unequivocally distinguishes its current ‘vision’ for education from child‐centred education? By retaining the term personalisation, the government purports to do two things: first, because of its focus on personalised ‘tailored’ needs and co‐produced solutions, it adapts education even further to a consumerist society; and second, because the term personalisation strikes a chord with the discourse of child‐centred education, it blurs the fact that little to do with pedagogy or with curriculum has in fact been changed. The term personalisation generates a nostalgic appeal to better times long gone.     

The New Qualifications Framework: towards post‐Fordist reform?

There has been widespread discussion that a new ‘settlement’ is emerging in post‐compulsory education, a political settlement that has progressive educationists, unions, business, the Labour Party, the New Right and Government sharing a similar vision of vocational education for the 21st century. It is argued that this policy consensus is consistent with the post‐Fordist analysis of economy and that such an analysis may ‘offer bonuses to radicals’ (Kumar 1992: 66). This paper provides evidence in support of Avis (1993) that a new ‘settlement’ exists, and that a consensus has emerged in policy proposals for the rationalization of the ‘New Qualifications Framework’, a consensus in which parity of esteem between vocational and academic qualifications was central and supported by government in the introduction of the General National Vocational Qualification (GNVQ). Yet GNVQ as part of the New Qualifications Framework has been characterized as a form of tripartite education post‐16. This paper will examine the New Qualifications Framework and argue that a settlement has emerged which will facilitate further rationalization of the post‐16 curriculum, rationalization that will provide an overarching Advanced/NVQ, Level Three Award, similar to the ‘British Baccalaureate’ or ‘General Education Diploma’ of the National Commission on Education. If the New Qualifications Framework proves credible, modularization within the framework provides a key to incremental change towards comprehensive tertiary education.     

Editor's introduction: Science‐technology‐society education

This paper provides a review of evidence on the way the maturation of the brain may structure the plasticity that is available for the construction of the mind. The evidence reviewed is that taken from non-invasive imaging techniques that make use of electrode potentials, magnetic resonance or positron emission. Such imaging techniques allow the brain to be studied as specific mental tasks are carried out. Sites and processing pathways can be identified and correlated with other evidence. A review of data on the development of the brain in terms of the grey (dendritic branching) and white (myelination) matter is discussed with respect to the clinical observation of stages of cognitive processing.     

Clinical supervision using interactive/compressed television (I/C‐TV)

Abstract

The purpose of this paper was to examine the impact emerging interactive/compressed television (I/C‐TV) could have on a technologically based clinical supervision model for preservice teachers. This paper looked at the clinical supervision model as it is framed in a traditional school experience. It is clear that major change must occur in the area of technology training for the preservice teacher to ensure that technology ignorance does not create barriers to performance in the clinical experiences. Equally important is the change in the clinical supervision process itself. This paper suggests methods for the use of the clinical supervision model within the technology environment. The authors offer suggestions for creating appropriate processes, which include the following: adaptations of the clinical supervision model, incorporation of I/C‐TV capabilities, and early and frequent teaching in authentic settings.