Audio-visual education in urban school systems

Summary impressions In some ways, this report shows progress in audio-visual education. The work is being headed up by more widespread adoption of central coordination, more classroom teachers are prepared to use audio-visual materials in their classes, and there is more wide-spread use of the materials. On the other hand, there are some urgent needs that become so evident from these data. “More time” is the need, “more central coordination” is the need, “more adapted classrooms” is the need, and separately and behind all these is the need for “better support.” This article is a digest of a report given at the DAVI national convention in Los Angeles in April. The address was entitled “A First Look at Findings of the NEA Survey of the Status of Audio-Visual Education in City and County School Systems.” Victor Hornbostel is assistant director of the Research Division of the National Education Association and supervisor of the survey which is reported.     

Television and education: A review of research

Summary The existing research on television of interest to educators was analyzed and found to be grouped into four general categories: (a) studies of the general social effects of television, (b) content analyses, (c) studies of the educational effects of television, and (d) technical studies. Studies in each of these four categories were reviewed and generalizations drawn from them. No attempt was made to review related research that is, no doubt, applicable to the problems of television. For example, the vast amount of research information developed in the audio-visual field during the past 30 years was not touched. Future investigators will find that the existing television research and the existing audio-visual research provide only a sketch map of the field of audio-visual communication. To use these important instruments wisely, and this is particularly true of television, it is necessary that we know and understand much more. This is the challenge for future research. To the knowledge of the editor, this is the first comprebensive review of educational television research to be published. The organizing of the research into four categories—general social effects, content analyses, educational effects, and technical problems—the rather detailed reviewing of the results, and the drawing of general conclusions should greatly aid the educator in understanding the unique contributions of educational television. An attempt will be made in future issues of Audio-Visual Communication Review to supplement this review of research by regularly publishing, in “Research Abstracts,” reviews of the most recent television studies. Dr. James D. Finn is Associate Professor of Education and Chairman of the Audio-Visual Education Department, University of Southern California. This paper was originally prepared at the request of the California State Department of Education for inclusion in theBrochure of Background Materials: Educational Television for the Governor’s Conference on Educational Television, held in Sacramento, California, December 15–16, 1952. It was necessary to develop the material in a very short time, and the writer wishes to express his indebtedness to F. Dean McClusky and May V. Seagoe of the University of California, Los Angeles, and to Lester F. Beck and Nicholas Rose, his colleagues at the University of Southern California, as well as to several of his graduate students for helping in locating copies of the studies reviewed.     

Direction in AV communication research

Summary To summarize, it has been the thesis of this paper that research in AV communication embraces research in all areas of the social sciences. Possibilities for future research were analyzed under four headings: (a) empirical investigation into classicial-type effects problems, the mass media of communication, areas such as learning which are basic to communication study, and projective and AV testing; (b) conceptualistic investigation into theoretical problems, history, and philosophy; (c) action research embracing technical developments, campaign-type studies, curriculum studies, and organizational surveys; (d) criticism including literary criticism applied to the products of the mass media, scientific criticism, and social value criticism. The directions for AV communication research seem plain enough. The problem is the tremendous distance we have to go. The many possibilities for future AV communication research are analyzed and fruitful suggestions of procedure are discussed. James D. Finn is Associate Professor of Education and Chairman of the Audio-Visual Education Department, University of Southern California. This article is based upon a paper presented at the Research Section meeting of the DAVI National Convention in Chicago in March, 1954. Society not only continues to existby transmission,by communication, but it may fairly be said to existin transmission,in communication. There is more than a verbal tie between the words common, community, and communication. Men live in a community in virtue of the things which they have in common; and communication is the way in which they come to possess things in common. Persons do not become a society by living in physical proximity … If, however, they were all cognizant of the common end and all interested in it so that they regulated their specific activity in view of it, then they would form a community… Concensus demands communication… Not only is social life identical with communication, but all communication… is educative (11:5–6).     

Notes on contributors

The recently released Young People's Participation in Post‐compulsory Education and Training document, usually referred to as the Finn Committee Report, completes an education policy triad in Australia involving schooling, higher education and technical and further education (TAFE). This paper is particularly interested in examining the policy nexus between higher education and TAFE. While the philosophical continuities are clear, the underlying ‘logics’ of the two arenas pull in different directions, creating policy tensions and contradictions. In particular, the assumptions about mass tertiary education underlying the Finn Report conflict with the entrepreneurial ‘universification’ of higher education set in train by the recent restructuring of the higher education sector. This paper traces the competing logics of these trends and discusses their implications for higher education.     

推进教师教育改革,提升教师专业化水平——第六届中日教师教育研讨会综述

主题为"教师教育改革与提升教师专业化水平"的第六届中日教师教育研讨会,2004年7月17-19日在香港大学教育学院召开。此次会议分别以大会主题报告、大会发言和小组发言等形式,就中日两国教师教育改革与发展的现状、问题,特别是教师专业化的理论与实践探索,展开了深入的研讨与交流。     

促进教师的专业发展:英国教师教育标准述评

英国教师教育标准是由"学校培训与发展局"制定的,分为"职前教师教育要求"和"教师专业标准"两套体系。该标准凸显了教师专业发展的理念,体现了教师教育的一体化趋势和教师专业化管理的动力原则,反映了人们对教师素质的最新认识和对教师内在专业特性提升的要求,对我国教师教育标准的制定有借鉴意义。     

台湾中小学校长专业证照制度及启示

当前台湾要求建立中小学校长专业证照制度的呼声越来越高,但是理论上的共识却受制于实践上的障碍,主要体现在教育行政部门人力资源紧张、动机不够强烈、经费拮据、对专业化的自信心不足等方面。其前行之路须厘清四个主要关系:一是确定认证办理机关,以“国家教育研究院”为主体,高校和地方教育行政部门辅之;二是明确认证对象资格,建议先在候用校长中开展,再逐步推广到现任校长;三是完善认证培训课程,可借鉴英国NPQH建设个性化体系;四是建立认证专业标准,其中制订能力与道德伦理标准尤为重要。这同时也为大陆中小学校长专业化发展提供了借鉴。     

SCHOOL INTEGRATION IN ENGLAND

Following is the text of a memorandum prepared in January, 1970, for submission to members of the Select Subcommittee on Education of the U.S. House of Representatives Committee on Education and Labor. These Congressmen visited Israel during the same month.     

Lessons from Adult Education: Identifying and Exploring Emerging Ethical Issues in Technologically Enhanced Performance

Technologically Enhanced Performance (TEP) is the application of technology to improve the performance of knowledge workers. TEP is both an intellectual and ideological complement to the field of Adult Education. As such, much can be learned about ethical issues associated with implementing TEP from the established research and literature base in Adult Education. The application of TEP in organizations brings to light at least six as‐yet‐unresolved ethical dilemmas that have been identified through empirical research of Adult Education/ Training and Development practitioners: Confidentiality, Ownership of Instructional Materials, Conflicts of Interest, Finance and Financial Issues, Evaluating Student Performance, and Professional Competence and Credentials (Gordon & Sork, 2001; McDonald & Wood, 1993). Essential to resolving these issues is a framework for effective ethical decision making. McDonald's model on ways to reconcile ethical dilemmas in practice proposes that individual characteristics, the organization's ethical environment, and the profession's views of ethics are key factors which can contribute to this framework for ethical decision making. As organizations wrestle with these ethical issues in TEP, they should consider how well they support ethical decision making.     

Assessing the Interpersonal Communication Competence of Vocational Teachers: contemporary issues and dilemmas

In recent months, certain major policy documents have highlighted the importance of facilitating the development of interpersonal communication competence in vocational teachers. These documents include the provocative Australian Education Council Review Committee Report (Finn Report) which lists interpersonal and personal development as one of six key competency areas. As new vocational teacher education courses like the Bachelor of Teaching are beginning to be developed on a national scale within Australia, it is appropriate to cater for the development of interpersonal communication competence in vocational teacher education curricula. Among the more vexatious questions which need to be addressed is the determination of whether vocational teachers can demonstrate interpersonal communication competence, particularly in relation to their professional roles. This paper examines current scientific literature on communication competence. Since competence implies more than skill alone, consideration is also given in this paper to ways of identifying vocational teachers’ understanding of interpersonal communication processes and their importance in relation to the facilitation of learning in the post‐secondary vocational education sector. Such issues as assessing interpersonal communication competence in teacher‐learner relationships by means of direct observation, video‐based structured reflection, and self‐analysis are identified for further study. Finally, implications are drawn for vocational teacher education curricula currently being developed within Australia.     

When Herbert met Ken: understanding the 100 languages of creativity

The paper proposes a thought experiment written in the spirit of Tom Stoppard's Travesties in which some major contemporary thinkers on and actors of creativity and culture are brought together in the same imagined space through the conceit of a (faulty) memory play. ‘Actors’ are drawn from the National Advisory Committee on Creative and Cultural Education (NACCCE, 19991, the Gulbenkian Committee (1981) and the Joint Council for Education through Art (1957). The paper suggests a series of hypothetical conversations between educationalists from the 1950s to the 2000s who have been engaged with developing arts and cultural education and creativity in our schools. It aims to establish what we have learnt about the discourses of creativity ‐ and what impact this may have had in our classrooms. It concludes with a speculative trial between a Professor Ken Robinson of 1999, adjudged by a Sir Herbert Read of 1957. Nick Owen is a Liverpool‐based film maker and researcher who has recently completed a PhD scholarship at the University of Hull. The scholarship, funded by Creative Partnerships, focused on developing pedagogies for creativity in contexts in which artists and educators work together.     

The Professionalization of Gerontology: A Canadian Perspective

Globally, the need for development of a competent workforce to serve the burgeoning older population is well documented. Persons with degrees in gerontology are prepared to fill positions in this labor market, yet they are not in demand. This research explores the path of professionalization of gerontologists in Canada as a means of increasing their contribution to the aging services workforce. A cross-sectional online survey of aging-service administrators (n = 66) was conducted in Ontario, Canada, to ascertain their perceptions of gerontologists as professionals in the service delivery to older persons. Aging-service administrators show low rates of hiring gerontologists and low knowledge of gerontological competencies. There was a significant (p < .05) relationship between the knowledge of gerontologist's competence and their rate of employment. The administrators expressed high interest in regulation and credentialing of gerontologists (63.6%). Credentialing of gerontologists is a means of professionalization that legitimizes the competence of this field as a profession. Education is needed—for governmental agencies and health and social service providers—on the role of gerontologists in meeting aging service workforce demands. Ultimately, regulatory policy considerations are needed.     

聚焦新时代考试制度改革与评价——2020学术研讨会暨中国教育发展战略学会教育考试专业委员会第二届学术论坛综述

《深化新时代教育评价改革总体方案》是中共中央、国务院关于教育考试评价改革的顶层设计和总体部署。以此为指导,2020年11月,上海市教育考试院与中国教育发展战略学会教育考试专业委员会联合举办学术论坛,聚焦"新时代考试制度改革与评价",共商以价值引导深化教育评价的认知与实践、以目标任务促进招考制度的改革与突破、以专业建设不断完善教育评价的体制机制建设、以守正创新协同推进教育评价新格局。     

Audio-Visual aids in education - the beginning

The many achievements of the Educational Foundation for Visual Aids and the National Committee for Audio-Visual Aids to Education, under the leadership of the late Dr J A Harrison from their inception until his death last year, might lead many ‘Educational Media’ leaders to think that the audio-visual movement in Education was essentially a postwar development. That this is not so is evidenced by the fact that more classroom teaching films were being made in Britain n i each of the years 1934—39 than are being made today! There were annual conferences organised by the British Film Institute and the Educational Handwork Association; there were frequent articles on the subject and reviews of new films in Sight & Sound, World Film News, The Schoolmaster, The Times Educational Supplement, British Journal of Photography, even one on Schools' television etc, and several books had been published: ‘The Cinema in Education’ in 1925, ‘Report on Educational and Documentary Films’ by the British Association for the Advancement of Science, 1930; ‘The Film in National Life’ 1932; ‘The Film in the Classroom’ 1932; ‘The Cinema in School’ 1933; ‘The Film in the School’ 1935; etc.     

Navex-69 Exhibition

Navex is the event of the year for the National Committee for Audio-Visual Aids in Education, and grows in stature as the years roll on. It is generally accepted to be the foremost conference and exhibition on audio-visual aids in Great Britain. Although it is the National Conference and Exhibition, it usually is very international as foreign speakers are well in evidence among the conference sessions, and much of the equipment shown in the exhibition is also foreign. Many overseas visitors are attracted to Navex, all of which helps to make it an event full of interest and activity.     

The Davi 1969 Convention

Any European attempting to report on an American convention tends to have two major problems: firstly confusion, resulting from the large scale of the convention; and, secondly, an inability to identify himself closely with the social background against which the convention is set. This second problem was particularly apparent at this year's DAVI National Convention at Portland, Oregon, which had as it's pervading theme ‘Media and Social Crisis’: the ways in which the new communications media could help in coping with the ‘educational-social crisis’ which America faces. Certainly the problem of student alienation is one which we too have experienced (though one gathers the problem is more serious in America), but the way in which this is compounded by tensions between racial groups is outside European experience. However one cannot but admire the blunt, head-on manner in which the situation was put to the Convention members during the five general sessions, and the genuine attempts which were made to look deeply into the causes of the problems and see how the DAVI membership might move to alleviate the situation.     

The story of representation (or not) in contributing to the development of a school subject curriculum

This paper prompts us to consider ‘representation’ with respect to a committee structure ‘managing’ the development of the Irish senior cycle physical education framework. The paper is timely due to the national interest in the senior cycle subject development in Ireland and complements work undertaken on the development of policy in senior physical education internationally. Bernstein's [(1990). Class, Code and Control: Volume 4. The Structuring of Pedagogic Discourse. London: Routledge] construction of ‘pedagogic discourse’ and Pitkin's [(1967). The Concept of Representation. University of California Press] notion of ‘representation’ provide a framework for exploring the process by which Senior Cycle Physical Education (SCPE) was ‘managed’ by the Physical Education Course Committee. Interviews were conducted with nine stakeholders who were members of the Committee and the constant comparative method was used to analyse the interview data. The results revolved around representation of individual views in favour of representative roles, interacting within the remit of the Committee structure and activity outside of the formal meetings. A number of conclusions arise in examining the extent to which ‘representation’ provides a framework for exploring the process by which curriculum development within Irish SCPE was ‘managed’ by the appointed Committee. Such a study provides significant points for discussion for those charged with drawing together groups to advise on curriculum development.     

台湾师范教育转型探析——以“师资培育法”的颁定为界点

1994年,台湾教育主管部门颁布实施了“师资培育法”。这项法案对台湾师范教育来说具有里程碑式的意义,它使台湾的师范教育理念由“师范教育”向“师资培育”转型;师资培育体系由“封闭定向”向“多元开放”转型;教育层次由“本科化”向“大学化”转型;课程体系由“专业性”向“通识性”转型;师范院校由“师范性”向“综合性”转型。台湾师范教育的这次转型,顺应了世界师范教育的发展趋势,虽然转型的过程艰难曲折,但这是历史发展的必然。全面系统地了解台湾师范教育的转型内涵,对大陆地区今后进行教师教育体制改革具有借鉴意义。     

Exploring the dimensionality of teacher professionalization

This article examines the dimensionality of teacher professionalization. Like other recognized professions, teaching deserves a systemic and integral development platform where recruited teachers undergo well-defined transitional stages that would help crystallize their sense of professional identity (Credentialing), professional familiarity (Induction), professional expertise (Specialization), professional security and stability (Compensation), and professional synergy (Professional Development). Model options vis-à-vis the identified stages are comprehensively discussed in this article.     

论高校生涯教育实训体系的构建

大学生生涯教育是与学生职业发展实际需要密切相关的教育工作,我国高校生涯教育经过20多年的发展和演变,逐步发展形成具有一定特色的教育体系,但在发展的同时也不断面临着问题和挑战。面对问题和挑战,高校应不断思考如何推动生涯教育的发展,更好地提升工作的效果,彰显工作的价值。因此,探索高校生涯教育实训体系的建设,具有现实的价值和...