Lords,squires, and yeomen: Collegiate middle-managers in the U.S.

This essay examines (a) the causes of growth, elaboration and differentiation in middle-level collegiate administration; (b) the roles and status of mid-level administrators; and (c) the functions of national occupational associations in the professional lives of these campus officials. It is based on data gathered in an extensive search and analysis of the literature, a survey research questionnaire, and structured interviews with more than two hundred administrators, faculty, and search committee chairpersons at twenty colleges and universities of different sizes and types.The metaphor lords, squires, and yeomen represents a conceptual model for understanding the roles and prospects of mid-level collegiate administrators: they are in the center of a status hierarchy that permits only limited mobility. The effects of organizational size and complexity on middle-management functions, the way these functions are organized, and their specialized nature have much to do with the value dilemma of service for others versus control of activities which confronts collegiate administrators in both U.S. and European institutions.This research was supported by the Exxon Education Foundation in 1977.     

Winch,Christopher, and Gingell,John. 1999. Key Concepts in the Philosophy of Education. London: Routledge.

International Review of Education -     

Matters of Form: Questions of Race,Identity, Design,and the U.S. Census

This case examines how functionalist approaches manifest culturally based on users’ contexts. The authors conduct a critical visual semiotic analysis of the race and Hispanic origin questions on the 2010 U.S. Census form, demonstrating how incongruities in design potentially harm people. This demonstrates a need for adding critical analyses to design and research and it refocuses the Society for Technical Communication’s value of promoting the public good on to design and documentation in order to fight injustice.     

湄公河—美国伙伴关系:缘起、趋势与挑战

为平衡中国在湄公河地区日益上升的区域影响力,美国试图将湄公河地区纳入其"印太战略"框架,并构建了"湄公河—美国伙伴关系"这一新的合作机制。该机制进一步扩大了《湄公河下游倡议》的合作内容,从广度和深度两个层次推进美国同湄公河区域国家的战略合作。当前,美国与湄公河区域国家在经济和政治层面仍存在分歧,考虑到美国国内政治问题激化以及拜登政府的全球战略调整、缅甸国内动荡的政治局势,以及中国在湄公河地区地缘影响力的日益提升,美国试图通过"湄公河—美国伙伴关系"搅乱中国周边地区的企图很难如愿。     

Adult students,adult education,and the Ed.D.: An alternative residency experience

The increase of part-time adult students in Ed.D. programs calls into question the effectiveness and feasibility of the traditional, full-time residency. Adult education concepts provide a basis for designing an alternative residency which offers a quality academic and socialization experience. The Syracuse University alternative residency for the Ed.D. in Adult Education provides a model which can be adapted to other institutions and programs.Prior to joining the SU faculty, she had extensive experience as a postsecondary continuing education administrator. For almost three years she has been the Alternative Residency advisor for the Program's Ed.D. students.     

Writing in the Health Professions. Barbara A. Heifferon. New York: Longman, 2005. 315 pp.: Health and the Rhetoric of Medicine. Judy Z. Segal. Carbondale,IL: Southern Illinois University Press, 2005. 217 pp

Technical writing instruction often operates in isolation from other components of students' communication education, partly as a consequence of assessment practices that lead to a narrow perspective. We argue for altering this isolation by moving writing instruction into a position of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Two models of technical writing instruction, centralized and diffused, are discussed, and we show how outcomes-based assessment provides for the change in perspective we seek.     

Reimagining Japanese Education: Borders,Transfers, Circulations and the Comparative. Edited by D.B. Willis and J. Rappleye

ABSTRACT

Vygotsky considered vraschivaniya, or ‘ingrowing’, an indispensable stage in the ‘internalization’ of meaning and described three different ways this could happen. But were these different ways options or substages? By logico-semantic analysis of Vygotsky’s notebooks and published texts, and by recontextualizing them historically, I show that what started as three options became substages. By exemplifying some vraschivaniya with data from Korean school children, I show that what starts as dialogue shared only with the family through joint activity becomes, in the classroom, generalization that can be shared with a whole culture through narrative.