Book reviews

H.R. Kells Self‐Study Processes: A Guide to Self‐Evaluation in Higher Education (4th Edition). Phoenix, AZ: The Oryx Press, 1995. Paperback. ISBN 0 89774 903 0 Price $34.95 (North America) 194pp

David Warner and David Palfreyman (eds) Higher Education Management, The Key Elements. Buckingham: The Society for Research on Higher Education and Open University Press, 1996. Paperback. ISBN 0 335 19569 5 Price £19.99. 239 pages.     

Hollis Leland caswell: An Appreciation

(Circa 2020 A.D.) The late 20th century was a time of great upheaval: political, economic, religious, cultural, geographic, and educational With hindsight, it appears such social convulsions were necessary and inevitable — a perspective those who lived through that era are less likely to share. Reflecting on the educational changes during the past thirty years are Peter Wisseman, executive director of the International Commission of Accreditation for Teacher Education, and Yolanda Herrick‐Dillard, Dean of the College of Education at the University By‐the‐Sea (formerly Auburn University)     

Book review

Land‐Grant Universities and Extension into the 21st Century: Renegotiating or Abandoning a Social Contract By: George R. McDowell. Iowa State University Press, Ames, 2001. 264 pp, $ 59.95     

Bookreview

Developing Technology with Farmers. A trainer's guide for Participatory Learning. By: L. van Veldhuizen, A. Waters‐Bayer and H. de Zeeuw. (1997). ISBN 1 85649 490 X pb.

Integrating Sustainability in Higher Agricultural Education: on‐line debate, new publication and international seminar

N. Roling and A. Wagemakers (Eds.) (1998) Facilitating Sustainable Agriculture: Participatory learning and adaptive management in times of environmental uncertainty, Cambridge: Cambridge University Press; this book has recently been published in paperback and costs £18.95 (instead of £50 which was the price of the hard cover edition). See for review of the hard back edition by Norman Long in The Journal of Agricultural Education and Extension, Vol. 5, Number 2, pp.: 137-138.     

Book reviews

Levine, J. (1999). The Enneagram intelligences: Understanding personality for effective teaching and learning. Westport, CT: Bergin & Garvey (320 pp., $24.95, cloth, ISBN‐O‐89789‐ 562–2; $59.95 hardcover, ISBN‐0–89789–561–4).

Jacobsen, M. (1999) Liberating everyday genius: Revolutionary guide for identifying and mastering your exceptional gifts . NY: Ballantine Books. (399 pp., $25.00 hb, ISBN‐0–345–42771–8).

Cline, S., & Schwartz, D. (1999). Diverse populations of gifted children: Meeting their needs in the regular classroom and beyond. Upper Saddle River, NJ: Merrill (207 pp., $ paper, ISBN 0–13–399908–4).

Johnson, N.G., Roberts, M.C., & Worell, J., Eds. (1999). Beyond appearance: A new look at adolescent girls. Washington, DC: American Psychological Association (408 pp., $39.95 hb, ISBN‐1–55798–582–0).     

A New Approach to Teacher Training: An Evaluation of a Further and Higher Education Partnership

Abstract

During 1992/93, a scheme was set up at the University of Greenwich in the School of Post Compulsory Education and Training to pilot a new way of delivering the one year full‐time pre‐service CertEd(FE)/PGCE(FE) course. The School entered into formal partnership contracts with 4 selected FE colleges and a combined team of University and FE staff collectively planned, taught and assessed many of the key course components. This article describes aspects of the national and local context which led to this development and evaluates its success. Some contrasts are drawn with school‐based partnerships and the potential of the model to meet some of the profession's major concerns at a time of massive upheaval and change is discussed.     

Book reviews

Post‐Secondary Distance Education in Canada: Policies, Practices, and Priorities. Edited by Robert Sweet. (Edmonton, Alberta: Athabasca University and the Canadian Society for Studies in Education, 1989, 272 pp., $15.95 Canadian.)

The Computer Revolution in Education: New Technologies for Distance Teaching. Edited by Ann Jones, Eileen Scanlon and Tim O'Shea. (New York: St. Martin's Press, 1987. 282 pp. $37.50)     

A comparison between parent identification of young bright children and subsequent testing

Eighty‐four 4‐, 5‐, and 6‐year‐olds in Saturday and summer classes offered at Towson State University for gifted children, ages 4–12, were tested using the Woodcock‐Johnson Psycho‐Educational Battery and Raven's Progressive Matrices, after being accepted only on parent recommendation. Test results confirmed the accuracy of parent recommendation, the high ability and achievement levels of the children, and their variability within achievement. Program adaptations resulting from the testing included more mathematics teaching, more individualized instruction, more parent meetings, and allowance for inadequate handwriting skills and emotional and social variability.     

Book Review

The following book is reviewed.Female Forms: experiencing and understanding disability C. THOMAS, 1999 Buckingham: Open University Press. 192 pp., ISBN 0335 19693 4 (paperback), £16.99     

Distinguished Paper Series

The second in the Distinguished Paper Series is ‘Communication d'un savoir scientifique en classe: de la verbalisation au concept d'équilibre chimique’ by Nathalie Evrard, Anne‐Marie Huynen and Cecile de Bueger‐Vander Borght. It first appeared in the French‐language journal Didaskalia, 6, 9‐37 and appears by kind permission of the Editor, M. Michel Jezierski, De Boeck Université, Paris, Bruxelles. Translation is by Dr Veronica Heath, Department of French Studies, at the University of Reading.     

Book review

New books for the scholar's library

Understanding Discourse. By Karl R. Wallace. Baton Rouge, La.: Louisiana State University Press, 1970; pp. xi + 150. $6.50.

Methods of Research in Communication. Edited by Philip Emmert and William D. Brooks. Boston: Houghton Mifflin Company, 1970; pp. ix + 517.

The Development of Oral Communication in the Classroom. By Gerald M. Phillips, Robert E. Dunham, Robert Brubaker, and David Butt. New York: The Bobbs‐Merrill Company, Inc., 1970; pp. xi + 203. $6.50.     

Partnerships in Teacher Education: a response to The Business Partnership in School‐based/‐centred Initial Teacher Training

Abstract

This paper is a response to a Joint publication from Enterprising Approaches to Teacher Education (EATE), the Teacher Placement Service (TPS) and the Banking Information Service (BiS) (June 1994) which examined the validity of business‐education partnerships in initial teacher training. While supporting the essential points made by EATE et al, this paper stresses the need for permeation and flexible learning strategies in introducing and addressing these aspects of the curriculum and cites experiences from the school‐based Post‐Graduate Certificate in Education (PGCE) at the University of Bath.     

World War II — Survey of Recent Literature

We Make the Road by Walking by Myles Horton and Paolo Freire. Edited by Brenda Bell, John Gaventa, and John Peters. Philadelphia: Temple University Press, 1990, 248 pp., hardcover. (ISBN 0-8722-771-3)

The Color of Strangers, The Color of Friends: The Play of Ethnicity in School and Community by Alan Peshkin. Chicago: The University of Chicago Press, 1991, 304 pp., softcover. (ISBN 0-226-66201-2)

In the Mind's Eye by Thomas G. West, Buffalo. New York: Prometheus Books, 1991, 359 pp., hardcover. (ISBN 0-87975-646-2)     

The Teaching Principal is a Supervising Principal

Educational Wastelands (second edition) by Arthur Bestor. Urbana, Ill.: University of Illinois Press, 1985, 292 pp.

In the Company of Educated Women: A History of Women and Higher Education in America by Barbara Miller Solomon. New Haven, Conn.: Yale University Press, 1985, 298 pp. hardcover

Curriculum and Aims by Decker F. Walker and Jonas F. Soltis. New York: Teachers College Press, 1986, 716 pp., softcover.

The Duke Longitudinal Studies of Normal Aging 1955-1980 by Ewald W. Busse and George L Maddox. New York: Springer Publishing Co., 1985, 168 pp.,     

Review

Consortia: International Networking Alliances of Universities David Teather (ed) (2004). Melbourne: Melbourne University Press, pp. 261 ISBN 0522850960 (pbk) $44.95     

Book reviews

David Warner and Charles Leonard. The Income Generation Handbook, Second Edition: A Practical Guide for Educational Institutions, Buckingham, UK: The Society for Research into Higher Education (SRHE) and Open University Press, 1997. ISBN 0–335–19858–9 (hard); 0–335–19862–7 (paper)

Henry D.R. Miller. The Management of Change in Universities: Universities, State and Economy in Australia, Canada and the United Kingdom, Buckingham, UK: The Society for Research into Higher Education and Open University Press, 1995. ISBN 0–33.5–19089–8 Price £50.00. 183 pp     

Educating Teachers for the Information Era

Abstract

This paper seeks to summarize efforts made by the Faculty of Education of the University of Macau to inculcate computer literacy in teachers in Macau in preparation for the information era. Based on one programme of study proposed by the National Research Center for Computers in Education in Primary and Secondary Schools, the paper summarizes the course objectives, as well as the concepts and skills required to ensure sustainable development of information technology in China. To educate teachers throughinformation technology, it is envisaged that two kinds of activities are required: (1) construction of web‐based learning environments, (2) multimedia courseware authoring.     

Reviews

The Shop. The University of Melbourne, 1850–1939 R. J. W. Selleck, Melbourne University Press, 2003, 855pp.

Just Schooling: Explorations in the Cultural Politics of Teaching Trevor Gale, Karhleen Densmore, Open University Press, Buckingham, 2000, 192pp. ISBN: 0335203221 (Paperback) UK£15.99

Choice, Pathways and Transitions Post —16: New Youth, New Economies in the Global City. Stephen J Ball, Meg Maguire, Sheila Macrae, RoutledgeFalmer, London, 2000, 208pp. ISBN: 0750708603 (Paperback) UK£24.99     

Cognitive development in relation to secondary school final examination results in the Italian school system

A Piaget‐type questionnaire was presented to about 800 students of the Science Faculty of Bari University at the very beginning of their first academic year. The score results of the questionnaire were analysed in terms of cognitive development and correlated with the grade obtained in the final examination at secondary school. The correlation (when statistically significant) were always positive but low. This suggests that more attention should be paid in the final examination to students’ master of high‐level cognitive processes.