CHILDREN'S CONCEPTS OF LANGUAGE IN LEARNING TO READ

A sample of 357 students from two colleges of education selected some personal qualities which they considered necessary for successful attainments in their colleges and in their practice schools. They also selected certain problems which they had experienced in either of these institutions. Colleges gave rise to more problems than practice schools, and ‘professional’ problems were more numerous than ‘social’ ones. Colleges required comparatively more ‘individualistic’ personal qualities than practice schools, and schools required more qualities slanted towards ‘society's’ well‐being.     

BLACK POWER AND BLACK STUDENTS IN KANSAS CITY

In this research I examined the enactment of liberatory pedagogy, a teaching practice that promotes equity for all learners, from the uniquely informative perspective of young women majoring in mathematics and elementary education. It is grounded theory that seeks to understand the role of personal identity and social location in learning and teaching. I collected data over a two-year period, following two young women from the final semester of their teacher education program to their first teaching positions. Three distinct influences inform the conceptual framework of this study: (a) the underrepresentation of women in mathematics; (b) the devaluing of elementary teachers' content and pedagogical knowledge; and (c) the marginalization of the education major and pedagogical knowledge. I ask research questions regarding the type of preservice education these women experience and how it informs their enactment of liberatory pedagogy. Themes among the findings include coping with being a stranger in both lands, the desire to know oneself as a learner, and enacting liberatory pedagogy as beginning inservice teachers.     

CHANGES IN COGNITIVE STYLE: AN ANALYSIS OF THE IMPACT OF WHITE SUBURBAN SCHOOLS ON INNER CITY CHILDREN

Following is the complete text of a statement of policy and proposed action adopted by the Regents of the University of the State of New York. Its official title is “Minority Access to and Participation in Post‐Secondary Education”.     

内蒙古小学教师成就动机发展特点研究

以内蒙古参加新课程培训的231名小学教师（男77名,女生154名）为被试,采用成就动机量表（AMS）,调查了小学教师成就动机的状况和发展特点。结果表明：在避免失败上存在显著的性别差异,女教师显著高于男教师;不同年龄阶段的小学教师成就动机水平没有显著差异,但26-30岁是小学教师成就动机由积极到消极的分界点;不同任教学科的教师在避免失败上存在显著差异,语文教师的成就动机水平最高,数学教师的成就动机水平最低;不同职称、学历和教龄的小学教师成就动机水平上均没有显著差异。     

EVALUATING THE RESEARCH PROBLEMS ARISING FROM ATTEMPTS TO MEASURE THE LEARNING ENVIRONMENT WITHIN DIFFERENT MEDICAL SCHOOLS

A pilot study recently reported in this journal by Wakeford raised several important issues concerning the measurement and interpretation of students’ perpeption of the learning environment in five British medical schools. Some of those issues are developed in this paper as a result of similar, more comprehensive, research involving students in five Australian medical schools. One issue is the almost inevitable problem of methodology associated with large scale surveys of this kind. Another is the prospect for educational reform within an educational institution based heavily on students’ perceptions alone.     

内蒙古自治区通辽市城市化进程中民族问题及其对策研究

随着我国经济社会的快速发展,从通辽市发展的现状看,伴随着该市工业化、现代化前进步伐,城市化进程正处在加速发展的阶段。作为民族自治地区和蒙古族人口较集中的地区,民族工作将面临诸多新的内容和问题,民族问题也具有不同于非民族自治地区城市化进程中的特点。通辽的特殊市情,决定了民族工作始终是关系全市大局,影响经济社会各项事业的重要工作。做好民族工作,处理好民族关系,对于“十一五”该市全面实现跨越式发展目标至关重要。     

CANADA: PLANS TO CREATE OPEN LEARNING INSTITUTION IN BRITISH COLUMBIA

Experiments for open learning higher education institution are being made in many countries. This form of study is seen as one of the ways of democratizing higher education as well as tailoring the aims of higher education to national and regional needs.

We give below information on an open learning institution of higher education in British Columbia, which will start functioning in the autumn of 1978.