Some new approaches to research and development funding

Some new approaches to research and development funding, adopted by the United Kingdom's National Development Programme in Computer Assisted Learning are described. The five-year, £2.5 million National Programme, sponsored by seven Government departments, was set up in 1973 at a time of widespread concern about government R & D funding. The funding strategy of the Programme is described in the hope that it might apply to the funding of other educational innovations. Four unusual features are discussed in detail, the aim of the Programme; the role of the Programme directorate in cooperative funding; the approach to evaluation; and the emphasis on project management.The main aim of the Programme, from which all other policy and management decisions derived, was the institutionalisation of innovation. The Programme directorate, by contrast to the central staff of research councils, was active and interventive in the formulation of policy, the design and selection of projects, and their evaluation. A cooperative approach to funding was adopted which permitted projects to combine national and local interests, in an effort to avoid the over-centralisation of some of the large schools curriculum development projects in the UK and the USA, and the parochialism of some higher education research funding. A major evaluation device used in the National Programme was the midterm evaluation of projects. Projects were step-funded for one or two years in the first instance, with continued funding dependent on the outcome of the midterm evaluation. A further novel feature of the evaluation was the existence of independent educational and financial evaluation. Project management skills were considered important in the Programme, and various techniques were adopted, such as virement, to improve project management and control.     

Between epistemology and hermeneutics

In this paper I discuss the hermeneutic and epistemological dimensions of science, and investigate the role which this discussion might play in science education. After a brief review of two main variants of hermeneutic conceptions of science, a general outline is given of the existential-ontological notion of science. Regarding the degree of objectification, the theoretical ways of projecting the world as a scientific theme lie on a continuum between the poles of pure hermeneutics and pure epistemology. Finally, some conclusions for a new pedagogy are drawn.     

Higher educational impact on student objectives: Longitudinal change in Clark-Trow “educational philosophies”

This study explores the impact of higher education on 3,942 arts and sciences students as measured by change in their freshman and senior ratings of four Clark-Trow educational philosophies: vocational, academic, collegiate, and nonconformist (Clark and Trow, 1966). A repeated measures analysis of variance was applied to each of the four philosophies, controlling for sex, entering year, major, parents' educational background, scholastic aptitude, and academic motivation. As expected from Clark-Trow theory, students showed significant increases in academic and nonconformist philosophies, and decreases in vocational and collegiate philosophies. Relationships between independent variables and freshman-senior change suggested post hoc reinterpretation of the dimensions underlying the Clark-Trow phenotypes: i.e., from identification with the college and involvement with ideas to social interests and academic interests (the latter suggested by Terenzini and Pascarella, 1977).     

Third Graders' Interpretations of Equality and the Equal Symbol

This paper analyzes the interpretations of equality and the equal symbol of the third-grade children who participated in a year long whole-class socio constructivist teaching experiment. These children initially interpreted the equal symbol as a command to perform an arithmetical operation; it was less natural to them to interpret it as a relational symbol to compare two quantities. By the end of the school year, children were able to conceptualize the quantitative sameness of two numerical expressions and describe it by using the phrase is the same as, the words equal or equals, or the symbols = or =s. These children expanded their conceptualizations of equality due to their active role in class discussions, the arithmetical tasks that took into account children's difficulties, and the teacher's intellectual sensitivity to strike a delicate balance between the force of teaching and the freedom of learning (Freudenthal, 1991, p. 55).     

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.     

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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The applicability of democratic principles and the mission of the university

The university's mission of serving as a fortress for freedom of speech, inquiry, and criticism of established truths is inextricably connected with democracy. Such a mission can be pursued only in a climate of genuine political and academic freedom. Three other aspects of democracy in the university are discussed: equality of access, university governance, and the public utility of the university. It is argued that equal representation or one man one vote cannot be applied in university governance because it comes into conflict with the notion of competence—a conflict that cannot be resolved by taking votes. Interest groups inside and outside of the university cannot be allowed to interfere with the free pursuit of knowledge. The internal audit, that is, peer review (by, ultimately, the international community of scholars) has to take precedence over vertical review by government bureaucracy.     

“Orientation” in Spanish universities

In the present period of change, the Spanish systems of secondary and higher education, too, are confronted with new challenges. People have realized that factors within and outside universities demand the development of effective helping services for students, particularly on the level of orientation. Two different models are described, one that relies on tutors, mainly; the other one employs orientation professionals. The article also describes the skills and the training experiences that are necessary for professionals in orientation services.Facultat de Psicologia i Pedagogia, Universitat Roman Llull     

Minority workers or minority human beings? A European dilemma

European identities may be politonymic, toponymic, ethnomyic or linguonymic (Bromley 1984). Each dimension may affect whether migrant minorities are treated as European, and influence their schooling, integration and rights. Treatment and terminology vary in different states and periods of migration. However, the position for immigrated minorities is that they are still largely seen as workers rather than human beings with equal rights. Lack of success in schools is blamed on the migrants themselves rather than the educational system. This construction of migrants as being deficient is parallel to educational practice which falls within a UN definition of linguistic genocide, and contributes to mis-education. If current efforts in international bodies to codify educational linguistic human rights were to lead to greater support for minorities, this could assist in a redefinition of national identities and a reduction of racism and conflict.

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Zusammenfassung Europäische Identitäten können politonym, toponym, ethnonym oder linguonym sein (Bromely 1984). Jede Gruppe kann darauf Einfluß haben, ob Migrantenminderheiten als Europäer behandelt werden und Schulwesen, Integration und Rechte respektiert werden. Noch werden immigrierte Minderheiten jedoch weitgehend als Arbeiter und nicht als Menschen mit gleichen Rechten angesehen. Schulische Mißerfolge werden eher ihnen selbst als dem Bildungssystem angelastet. Diese Darstellung von Migranten als defizitär entspricht derjenigen Handlungsweise im Bildungsbereich, welche unter die Kategorie des linguistischen Genozids definiert wird und welche zu einer mis-education beiträgt. Wenn gegenwärtige Bemühungen internationaler Gremien um die Kodifizierung der Rechte der Menschen auf ihre Sprache Minderheiten unterstützen, könnte dies zu einer Umdefinition nationaler Identitäten und einer Reduzierung von Rassismus und Konflikten führen.

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Resumen Las identidades de los Europeos pueden ser politonímicas, toponímicas, etnomímicas o linguonímicas (Bromley 1984). Cada una de estas dimensiones puede influir en que minorías de inmigrantes scan tratadas de Europeos y con ello en su educación escolar, en su integración y en sus derechos. El tratamiento y la terminología varían conforme a los períodos y las circunstancias de la inmigración. No obstante, la posición que se adopta frente a las minorías inmigrantes es la de considerarlos en gran medida como trabajadores y no tanto como seres humanos de iguales derechos. La falta de éxito en los estudios se atribuye a los inmigrantes mismos, más que al sistema de educación. Esta consideración de los inmigrantes como inferiores es paralela a una práctica de la educación que cae bajo una definición de la Naciones Unidas de genocidio lingüístico y contribuye a la educación deficiente. Si los esfuerzos actuales que las organizaciones internacionales ponen en codificar los derechos humanos lingüísticos de la educación estuvieran destinados a brindar un mayor apoyo a las minorías, esto podría ayudar a definir con mayor precisión las identidades nacionales y a reducir el racismo y los conflictos.

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Résumé Les identités européennes peuvent être politonymiques, toponymiques, ethnonymiques ou linguonymiques (Bromley 1984). Selon leurs affinités avec chacun de ces domaines, les personnes appartenant aux minorités migrantes sont considérées ou non comme européennes, et cela influence leur scolarité, leur intégration et leurs droits. La façon dont ces personnes sont traitées et la terminologie évoluent selon les différentes étapes et périodes de migration. Mais le plus souvent, les minorités immigrantes sont encore davantage considérées comme des travailleurs que comme des personnes bénéficiant des mêmes droits. Les échecs scolaires sont mis sur le compte des migrants eux-mêmes et non sur celui du système éducatif. Le fait que l'on considère les migrants comme inférieurs se reflète dans une pratique éducative que les Nations Unies appellent génocide linguistique et se traduit par une éducation inadéquate. Si les efforts actuels de la part des institutions internationales pour codifier les droits de l'homme en matière de pédagogie linguistique apportaient un plus grand soutien aux minorités, cela contribuerait à donner une rédéfinition des identités nationales et à réduire le racisme et les conflits.

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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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Choosing competency-based,humanistic and self-directed programs: The contribution of personality and reasoning

Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs.     

Literacy from a linguistic and a sociolinguistic perspective

This paper examines the impact of two major approaches to literacy programs — the linguistic and the sociolinguistic. The principal difference between the two perspectives is that the linguistic negates the importance of sociological and ethnographic factors in a person's attaining literacy, while the sociolinguistic magnifies these influences. From one viewpoint, literacy is seen as cracking a linguistic code, while from the other, in Freire's (1987) phrasing, reading the world is necessary before reading the word. Academic/cultural literacy and functional literacy are examined as types affiliated with the linguistic perspective. Types of ethnographic literacy programs are analyzed to show their sociolinguistic orientation. The last section of the paper examines the language planning consequences of which perspective a country adopts and focuses on some recent literacy programs in Peru which incorporate elements of both the linguistic and sociolinguistic perspectives.

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Zusammenfassung Dieser Artikel untersucht den Einfluß zweier Ansätze zu Alphabetisierungsprogrammen — den linguistischen und den soziolinguistischen. Der Hauptunterschied zwischen beiden Perspektiven liegt darin, daß die linguistische die Bedeutung soziologischer und ethnologischer Faktoren beim lernen verneint, während die soziolinguistische Perspektive diese Einflüsse unterstreicht. Eine Seite versteht unter Lese- und Schreibfähigkeit die Lösung eines linguistischen Codes, während die andere Seite mit Freires (1987) Worten gesprochen, Lesen der Welt in seiner Wichtigkeit vor Lesen des Wortes stellt. Akademische/kulturelle Schreib-u. Lesefähigkeit und funktionelle Schreib- u. Lesefähigkeit werden als Beispiele untersucht, die eng mit der linguistischen Perspektive verbunden sind. Ethnographische Alphabetisierungsprogramme werden in ihrer soziolinguistischen Orientierung analysiert. Der letzte Teil des Artikels setzt sich mit den Folgen für Sprachprogramme auseinander, in Bezug zur eingenommenen Perspektive. Der Artikel konzentriert sich auf einige Alphabetisierungsprogramme in Peru, die beide Perspektiven einbeziehen.

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Resumen El trabajo examina el impacto de dos importantes enfoques de programas de alfabetización: el lingüístico y el sociolingüístico. La principal diferencia entre ambas ópticas reside en que la lingüística niega la importancia que revisten los factores sociológicos y etnográficos para la persona que está aprendiendo a leer y a escribir, mientras que la sociolingüística magnifica estas influencias. Desde un punto de vista, la alfabetización es considerada como la solución del código lingüístico, mientras que desde el otro, según las palabras de Freire (1987), se sostiene que antes de reading the word (leer la palabra) será necesario reading the world (interpretar el mundo). Estudia la alfabetización académico-cultural y la alfabetización funcional como disciplinas asociadas a la óptica de la lingüística. Analiza tipos de programas etnográficos de alfabetización para mostrar su orientación sociolingüístca. La última parte del trabajo examina las consecuencias de la planificación del lenguaje según la perspectiva que un país adopta, y enfoca algunos programas de alfabetización recientes del Perú, que incorporan elementos tanto de la óptica lingüística como de la sociolingüístic.

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Résumé Cet article étudie l'incidence des deux principaux modes d'approche des programmes d'alphabétistion, l'un linguistique et l'autre sociolinguistique. La différence principale entre ces deux perspectives est la suivante: La linguistique nie l'importance des facteurs sociologiques et ethnographiques dans le processus d'alphabétisation d'une personne, alors que la sociolinguistique amplifie ces facteurs d'influence. La première considère l'alphabétisation comme le décryptage d'un code linguistique, pour la seconde, selon l'expression de Freire (1987), il faut lire le monde avant de lire le mot. Les formes d'alphabétisation dites académique, culturelle et fonctionnelle sont présentées comme appartenant à l'optique linguistique. Des programmes d'alphabétisation ethnographique sont également examinés pour en montrer l'orientation sociolinguistique. La dernière partie de l'article analyse les conséquences sur la planification linguistique quand un pays adopte l'une ou l'autre conception, et termine par la présentation de quelques récents programmes d'alphabétisation au Pérou, qui intègrent des éléments à la fois linguistiques et sociolinguistiques.

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“Knowing” vs “seeing”. problems of the plane representation of space geometry figures

There is necessarily a loss of information when moving from a geometrical object to its drawing, but pupils (even sixth graders) frequently have the illusion that they can, thanks to a drawing sufficiently sophisticated and close to the object, make a representation of it in which there is no ambiguity at all.Similarly, when reading a drawing, they tend to regard the properties of the drawing as properties of the object itself. To illustrate this knowing vs seeing conflict, two examples, studied in three French sixth classes, are given: one of coding, the other of decoding a drawing. They show clearly that it is necessary, at high school level, to make the rules for drawing space geometrical figures explicit, these rules being not the concern of more or less hazy conventions, but of projective geometrical properties.     

Critical thinking and the Spock Fallacy

Conventional instruction in critical thinking technique tends to conflate logical thinking with rational or good thinking. But in doing so, it ignores the creative and intuitive functions of rationality, thereby encouraging a mechanically rote approach to textual analysis, problem solving and problem construction. This overemphasis upon straightforwardly logical calculus of justification functions, and its concomitant deemphasis of intuitive pattern of discovery ones, constitute the Spock Fallacy. Its epistemological weakness and pedagogical hazards are explored.The author of two books and numerous articles, one of his specialties is philosophy of education and critical thinking.     

Impact and adjustment: foreign students in comparative perspective

Foreign study is a multifaceted phenomenon - its impact is felt on academic institutions in both the host and sending countries, on the economies of nations, and of course on the individuals involved. With more than one million students studying abroad, foreign study has assumed considerable importance in higher education planning. This article considers the many aspects of foreign study and discusses the interrelationships of these elements. The policies of the host nations, for example, have an impact on higher education planning in the sending countries. The non-return of foreign students, traditionally referred to as the brain drain, is considerably more complex than was once thought since Third World graduates settled in the industrialized nations often retain contacts with their home countries and increasingly return after a period abroad. This article also considers the various push and pull factors which determine the constantly changing flow of foreign students.This study was supported by the Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation. It was presented at the International Seminar on Higher Education and the Flow of Foreign Students, convened by the Hochschul-Informations-System, with support from the Federal Ministry of Education and Science and the Lower Saxony Ministry of Science and Arts in Hannover, Germany on 26th–28th April 1990.     

Frequency norms and structural analysis of algebra story problems into families,categories, and templates

The goal of this study was to develop a framework for classifying algebra story problems and to determine observed frequencies for each problem type. A total of 1097 algebra story problems were selected from ten standard algebra textbooks. These are divided into eight families based on the nature of the source formula involved; for example, nearly 300 problems were classified in the time rate family because they were based on the source formula, distance = rate x time or output = rate x time. Each family was divided into problem categories based on the general form of the story line; for example, the time rate family consisted of motion, current, and work categories. Each category was divided into templates based on the specific propositional structure of the problem; for example, there were a dozen templates for motion problems such as overtake, closure, round trip, etc. This article describes the procedure for generating families, categories, and templates and provides frequency counts for each observed template. Implications for fostering productive research and instruction are discussed.This research was supported by grant NIE-G-78-0162 from the National Institute of Education. Requests for reprints should be sent to: Richard E. Mayer, Department of Psychology, University of California, Santa Barbara, CA 93106.     

A Textbook Case of the Nature of Science: Laws and Theories in the Science of Biology

The two concepts law and theory are among the most important elements of the nature of science. They represent both the tools and products of science itself. Unfortunately, the variable meanings and use of these terms in general discourse and in other school disciplines results in much confusion with respect to their proper application in a science context. The project included the design of a six-part model definition for law and theory based on a review of the literature of the philosophy of science with special reference to biology. These model definitions were then compared with those provided in a range of U.S. secondary school biology textbooks. The majority of all current major U.S. secondary school biology texts were reviewed and analyzed with respect to how the concepts of law and theory were defined and applied, in an attempt to determine whether students and teachers using such texts would gain an accurate impression of these terms and the distinction between them. This study focuses on biology instruction since a life science course is completed as a graduation requirement by virtually all U.S. high school students and as such serves as a widely shared educational experience across the nation. The term law is rarely defined in any text but various laws such as those found in genetics are frequently included as examples. The term theory is frequently defined but with a wide range of completeness of the definitions. Only rarely are theories in biology included as examples.     

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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Three-dimensional art and sculpture

I am making it BIG (Evan). A secret slide with gold in there (Sydni). Look even a little car could fit in it (Joshua). This is a circle! Round, a tiger jumps through this hoop (Emily). Excitement runs high when children experiment with three-dimensional art projects using paper, boxes and styrofoam.Liz Seelhoff Byrum teaches four- and five-year-olds at a private school in New York City.     

Research and scholarship: Perceptions of senior academic administrators

This paper reports selected findings from the first stage of a study on the research role within academic work in Australian universities. These findings come from the interview component of the study and discuss the perceptions that senior academic administrators hold on research and scholarship. The analysis of the interviews indicates that research covers a wide and varied range of activities across the disciplines found in a university and therefore needs to be defined broadly. However, research has three major attributes: new knowledge, enquiry and publication of results and views. Scholarship was perceived to be part of the research process, providing the context for good research by adding the element of breadth to the depth of research. In addition, scholarship describes the manner of pursuing a serious, sustained line of enquiry as well as the dissemination process.