School-age passwords: C.I.A.

CIA does not stand for what you ordinarily would think, The Central Intelligence Agency! These initials can be quite meaningful to caregivers and definitely beneficial to school-agers who are involved in before and after school care. CIA—Creativity, Imagination and Anticipation! These are key words and functions which can enhance a school-age program.     

Project R.A.C.E.

Abstract

Learning by doing may not be the most effective strategy for teaching environmental problem-solving skills. A survey of Michigan educators indicates that of the teaching strategies listed, case studies and talking about what others do to solve environmental problems are the most important. The implications of building familiarity with environmental issues and solutions from a variety of examples are discussed, and an explanation for the reported low success of classroom action projects is presented.     

Simon S.I.O.

Abstract

How many students with epilepsy need help in basic skills, and if so, how much? This paper looks at communicating with those outside the school who are concerned with the student, those within the school, and with the most underrated resource ‐ the student himself/herself.

However helpful these resources are, the teacher has to cope alone at least some of the time. Most students with epilepsy who are in mainstream classes also cope alone. Regarding academic learning, some students have to cope with the effects of epilepsy and/or medication on alertness, on the processing of information, on attention and memory, and on distractibility.

The resulting teaching strategies are similar to those applying to students without epilepsy, whether of greater or less ability.     

S.U.C.C.E.S.S.ful pre-/in-service training requires planning

There are preservice and in-service workshops from which participants leave saying, Thank goodness that ordeal is over, and others from which participants leave invigorated and anxious to try new ideas and activities in their classrooms. The key to the successful preservice and in-service is staff input in the planning process.Sharon Wooden is Professor and Nancy Baptiste is CDA Program Coordinator and Instructor, Department of Curriculum and Instruction, New Mexico State University, Las Cruces.     

Y. W. C. A. AND GIRLS

This design experiment in prayer education for Jewish students was motivated by a current educational concern: educating for spirituality and religious practice. Educators are tasked with formally nurturing spirituality (Wright 2001). It is known that attitude to religious observance may change during adolescence (Hyde 1963), thus attitude to prayer needs attention. The effects/consequences of prayer understanding reach beyond religious practice itself, to encompass issues of faith, identity, spiritual development and well-being (Sigel 2009). Here quantitative and qualitative analysis is used to measure the effects of a tefillah (prayer and its understanding) course on student attitudes to prayer.     

Principles and Techniques of Guidance,by D. W. Lefever,A. M. Turrell,and H. I. Weitzel. The Ronald Press. 1950. 577 pp. $4.25

Comparative Education: Education in Tokugawa Japan by R. P. Dore. Berkeley and Los Angeles: University of California Press, 1965. xiv + 346 pp. $6.00.

Children in Collectives edited by Peter Neubauer. Springfield, Illinois: Charles C Thomas, 1965. 383 pp. $11.50.

Growing Up in the Kibbutz by A. I. Rabin. New York: Springer Publishing Co., 1965. 230 pp. $5.00, $2.95 paper.

Foreign Language Teaching. By J. Wesley Childers. New York: Library of Education of the Center for Applied Research in Education, Inc., 1964. 120 pp. $3.95 to subscribers to the Library of Education.

Bilingualism in Education. Report on an International Seminar, Aberystwyth, Wales, 20 August-2 September, 1960. Department of Education and Science, United Kingdom National Commission for UNESCO. London, England: Her Majesty's Stationery Office, 1965. v + 233 pp. $3.60.

History and Philosophy: The Educated Man: Studies in the History of Educational Thought edited by Paul Nash, Andreas M. Kazamias, and Henry J. Perkinson. New York: John Wiley &; Sons, Inc., 1965. x + 421 pp. $795.

Education in Western Culture by Robert Ulich. New York: Harcourt, Brace &; World, Inc., 1965. 136 pp. $1.75 paper.

The Public School and the Private Vision by Maxine Greene. New York: Random House, 1965. 177 pp. $1.95 paper.

Mathematics: Understanding Arithmetic (revised ed.) by Robert L. Swain and Eugene D. Nichols. New York: Holt, Rinehart and Winston, Inc., 1965. 364 pp. $5.95.

Organization and Conduct of Guidance Services by Lester D. Crow and Alice Crow. New York: David McKay Company, Inc., 1965. 692 pp. $6.95.

Social Foundations: Culture in American Education by Ruth Landes. New York: John Wiley and Sons, Inc., 1965. 330 pp. $7.95.

Teacher Education: Interpreting Educational Research by Armand J. Galfo and Earl Miller. Dubuque, Iowa: William C. Brown Company, 1965. 369 pp. $6.50.

Teacher Education in America edited by Merle L. Borrowman. New York: Teachers College Press, 1965. 251 pp.

Creative Teaching in the Elementary School by Abraham Shumsky. New York: Meredith Publishing Company, 1965. 403 pp. $5.00.

Vocational Education: Vocational and Practical Arts Education—History Development and Principles (2d ed.) by Roy W. Roberts. New York: Harper and Row, Publishers, 1965. 596 pp. $8.50.     

Theatre U.S.A.: Actual and potential

IN PRAISE OF PROMETHEUS: HUMANISM AND RATIONALISM IN AESCHYLEAN THOUGHT. By Leon Golding. Chapel Hill: University of North Carolina Press, 1966; pp. ix+137. $5.00.

THE POLITICAL BACKGROUND OF AESCHYLEAN TRAGEDY. By Anthony J. Podlecki. Ann Arbor: University of Michigan Press, 1966; pp. x+188. $7.50.

TWELFTH NIGHT AND SHAKESPEARIAN COMEDY. By Clifford Leech. Toronto: University of Toronto Press, 1965; pp. vii+88. $3.50.

HAMLET AND REVENGE. By Eleanor Presser. Stanford, Calif.: Stanford University Press, 1967; pp. xiv+287. $7.50.

THE THEATRE OF THE FRENCH REVOLUTION. By Marvin Carlson. Ithaca: Cornell University Press, 1966; pp. xii+328. $10.00.

ROYALL TYLER. By G. Thomas Tanselle. Cambridge, Mass.: Harvard University Press, 1967; pp. xvi+281. $7.50.

DRAMAS FROM THE AMERICAN THEATRE 1762–1901. Edited and Introduction by Richard Moody. Cleveland: World Publishing, 1966; pp. 873+illus. $15.00.

THE LANGUAGE OF CRITICISM. By John Casey. New York: Barnes &; Noble, 1966; pp. xii+205. $5.75.

MARK TWAIN'S LETTERS TO HIS PUBLISHERS, 1867–1894. Edited with an introduction by Hamlin Hill. Berkeley: University of California Press, 1967; pp. xiv+388. $10.00.

MARK TWAIN'S SATIRES AND BURLESQUES. Edited with an introduction by Franklin S. Rogers. Berkeley: University of California Press, 1967; pp. viii+485. $10.00.

MARK TWAIN'S WHICH WAS THE DREAM. Edited by John S. Tuckey. Berkeley: University of California Press, 1967; pp. xi+588. $10.00.

AMBROSE BIERCE: A BIOGRAPHY. By Richard O'Connor. Boston: Little, Brown, 1967; pp. 333. $6.95.

W. SOMERSET MAUGHAM. By M. K. Naik. Norman: University of Oklahoma Press, 1966; pp. ix+221. $4.95.

REMEMBERING MR. MAUGHAM. By Gar‐son Kanin. Foreword by Noel Coward. New York: Atheneum, 1966; pp. vi+313. $5.95.

SOMERSET AND ALL THE MAUGHAMS. By Robin Maugham. New York: New American Library, 1967; pp. 224. Paper $0.95.

FROM PROUST TO CAMUS: PROFILES OF MODERN FRENCH WRITERS. By André Maurois. Translated by Carl Morse and Renaud Bruce. Garden City, N.Y.: Double‐day, 1966; pp. 368. $5.95.

RELIGION AND THE AMERICAN MIND: FROM THE GREAT AWAKENING TO THE REVOLUTION. By Alan Heimert. Cambridge, Mass.: Harvard University Press, 1966; pp. x+668. $12.50.

THE GREAT AWAKENING: DOCUMENTS ILLUSTRATING THE CRISIS AND ITS CONSEQUENCES. Edited by Alan Heimert and Perry Miller. Indianapolis: Bobbs‐Merrill, 1967; pp. lxx+663. $7.50; paper $3.75.

BENJAMIN FRANKLIN. By Ralph Ketcham. New York: Washington Square, 1965; pp. xiv+226. $3.95.

BENJAMIN FRANKLIN: ENVOY EXTRAORDINARY. By Roger Burlingame. New York: Coward‐McCann, 1967; pp. 255. $5.75.

DANIEL WEBSTER AND THE SUPREME COURT. By Maurice G. Baxter. Amherst: University of Massachusetts Press, 1966; pp. ix+265. $6.75.

THE PAPERS OF WOODROW WILSON, Vol. II, 1881–1884. Edited by Arthur S. Link. Princeton, N. J.: Princeton University Press, 1967; pp. xvi+680. $15.00.

THE PRESIDENCY OF WOODROW WILSON: PRELUDE TO A WORLD CRISIS. By Leon H. Canfield. Rutherford, N. J.: Fairleigh Dickenson University Press, 1966; pp. xv+299. $6.00.

LANDON OF KANSAS. By Donald R. McCoy. Lincoln: University of Nebraska Press, 1966; pp. x+607. $8.50.

CHANGING VIEWS ON BRITISH HISTORY: ESSAYS ON HISTORICAL WRITING SINCE 1939. Edited by Elizabeth Chapin Furber. Cambridge, Mass.: Harvard University Press, 1966; pp. xii+418. $9.00.

HUMAN COMMUNICATION THEORY: ORIGINAL ESSAYS. Edited by Frank E. X. Dance. New York: Holt, Rinehart and Winston, 1967; pp. x+333. $6.50.

NEBRASKA SYMPOSIUM ON MOTIVATION: 1966. Edited by David Levine. Lincoln: University of Nebraska Press, 1966; pp. ix+209. $5.95; paper $2.75.

COMMUNICATION: THEORY AND RESEARCH. Edited by Lee Thayer. Springfield, Ill.: Charles C Thomas, 1966; pp. xv+583. $22.50.

COMMUNICATION: CONCEPTS AND PERSPECTIVES. Edited by Lee Thayer. Washington: Spartan Books, 1967; pp. viii+440. $14.00.

COMMUNICATION AND PUBLIC RELATIONS. By Edward J. Robinson. Columbus: Charles E. Merrill, 1966; pp. 618. $9.50.

THE PLAY THEORY OF MASS COMMUNICATION. By William Stephenson. Chicago: University of Chicago Press, 1967; pp. x+225. $5.00.

MICROCOSM: STRUCTURAL, PSYCHOLOGICAL AND RELIGIOUS EVOLUTION IN GROUPS. By Phillip E. Slater. New York: John Wiley, 1966; pp. ix+276. $7.95.

MODERN INTERNATIONAL NEGOTIATION: PRINCIPLES AND PRACTICE. By Arthur Lall. New York: Columbia University Press, 1966; pp. xii+404. $8.95.

BIOLOGICAL FOUNDATIONS OF LANGUAGE. By Eric H. Lenneberg. Appendices by Noam Chomsky and Otto Marx. New York: John Wiley, 1967; pp. xvi+489. $14.95.

PORTRAITS OF LINGUISTS: A BIOGRAPHICAL SOURCE BOOK FOR THE HISTORY OF WESTERN LINGUISTICS, 1746–1963. Edited by Thomas A. Sebeok. Bloomington: Indiana University Press, 1966; pp. xvi+580, I; 605, II. $27.50 set.

THE APHASIC CHILD: A NEUROLOGICAL BASIS FOR HIS EDUCATION AND REHABILITATION. By Alice Calvert Roberts. Foreword by Louis D. Boshes. Springfield, Ill.: Charles C Thomas, 1966; pp. xi+79. $4.50.

CHILDHOOD APHASIA AND BRAIN DAMAGE: VOLUME III, HABILITATION. Edited by Sheldon R. Rappaport. Norris‐town, Pa.: Pathway School, 1966; pp. vii+ 120. Paper $3.25.     

The Cambridge B.Ed.

This article was written in January 1970 for The Cambridge Review and appeared in the issue of 29 May 1970. The author had University readers chiefly in mind; the stress would have been differently placed had it been written in the first place for the present journal, but it seemed best to keep the article in its original form apart from small corrections. It is printed here with the kind permission of the Editors of the Review.     

The indiana I.R.A. and you

If you teach reading and do not belong to a local council of I.R.A., you may be missing an important source of information.     

P. C. Wren'sBeau Geste

Ronald Stuart Thomas was born in Caerdydd (Cardiff) in 1913 but was brought up in Caergybi (Holyhead), where he attended the local secondary school. He graduated from the University of Wales at Bangor and then proceeded to St. Michael's Theological College, Llandâf, to train as an ordinand. He was ordained priest in the Anglican Church in Wales in 1937 and retired in 1978 to a cottage on the Lln peninsula, where he still lives. His first books of verse were published privately, but in 1955 a collection called Song at the Year's Turningwas published by Rupert Hart-Davis, London. Since then he has published some eighteen books of poetry in English and also a couple of prose works in Welsh, with another of the latter due out in 1990. The editors of Children's Literature in Educationinvited Mr. Thomas to contribute to our series in which eminent writers recall a favorite book of childhood. We were delighted when he chose to write about P.C. Wren's Beau Geste. P.C. Wren was born in Devon in 1885. After graduating from Oxford, he served in the French and Indian armies and subsequently in the French Foreign Legion. He drew on this experience in several best-sellers, of which the most popular was the subject of this article, Beau Geste.Wren died in 1941.     

Pedagogical readings in the U.S.S.R.

The elaboration of problems of pedagogy, and the improvement of the processes of education and training call for serious theoretical and experimental research. The development of new elements in a system of training and specially organized experiments are undoubtedly needed. But one should always bear in mind that the peculiarity of pedagogy is that it is inalienably connected with practical pedagogical work. Here one finds its source-and its area of application. Soviet pedagogical science cannot fruitfully develop without close co-operation with teachers' work. The teacher is vital for the success of education and the training of the younger generation. Soviet teachers devote their energies to educating and instructing builders of a communist society. And in this respect they have accumulated a vast store of experience. This experience is shared with the masses and is of primary importance in the complex sphere of education. The result of this advanced pedagogical experience forms a solid basis for further progress in theory and is an effective means of improving educational work in schools. Antonina Grigorievna Khripkova, Vice-President and Corresponding Member of the U.S.S.R. Academy of Pedagogical Sciences, is the author of more than sixty works in the field of education, among which arePhysiology of Man and Animals, Acceleration of Physical Development of Children and Adolescents, The Biological and the Social in Human Development and Education, Talk on a Difficult Subject (on sexual education for pupils) andProblems of Sexual Education     

NOW. THEN. TOMORROW. In Memory of Grace Lee Boggs

A poem that highlights the life of Grace Lee Boggs, a Chinese American philosopher, activist, author, and feminist that passed away in Detroit, Michigan at the age of 100 years old on October 5, 2015. Now. Then. Tomorrow was written 2 days before Ms. Boggs’ memorial service. The poem contains the poet's memories of Ms. Boggs and community struggles related to race and class in Detroit, Michigan.     

Secondary Schools for American Youth by L. A. Williams. American Book Company. 531 pp. $3.25

Poetry and Its Enjoyment. Thomas H. Briggs, Bureau of Publications, Teachers College, Columbia University, 1957. 322 pp., $4.00.

Developing a Curriculum for Modern Living, Revised and Enlarged, by Florence Stratemeyer, Hamden Forkner, Margaret McKim, and A. Harry Passow. Bureau of Publications, Teachers College, Columbia University, New York, 1957. 740 pp. $5.50.

Guidance and Counseling in the Classroom by Dugald S. Arbuckle. Allyn and Bacon, Inc. 397 pp. $5.00.

Helping Parents Understand Their Child's School by Grace Langdon and Irving W. Stout. Prentice-Hall, Inc. 494 pp. $5.00.

Making Better Readers by Ruth Strang and Dorothy Kendall Bracken. D. C. Heath and Company. 367 pp. $4.75.

Measurement and Evaluation for the Secondary-School Teacher by Georgia Sachs Adams and Theodore L. Torgerson. The Dryden Press. 637 pp. $5.75.

Music in the Elementary School by Robert E. Nye and Vernice T. Nye. Prentice-Hall, Inc. 279 pp., $4.25.

School Public Relations by Arthur B. Moehlman and James A. van Zwoll, Appleton-Century-Crofts, Inc. 556 pp. $6.00.

Supervision as Co-operative Action by Muriel Crosby. Appleton-Century-Crofts, Inc. 330 pp. $3.50.

Teaching the Disorderly Pupil in Elementary and Secondary School by Norma E. Cutts and Nicholas Moseley, Longmans, Green and Co. 184 pp. $1.90.

Why Teach? by D. Louise Sharp, Henry Holt and Company, New York. 240 pp. $4.00.

The Teacher's Personal Development by William F. Bruce, and A. John Holden, Jr. Henry Holt and Company, 346 pp. $4.25.

Education and Philosophy, the Yearbook of Education, 1957 by George Z. F. Bereday and Joseph A. Lauwerys. World Book Company. 578 pp. $8.50. Education and Philosofhy is the 1957

The Psychology of Careers by Donald E. Super. Harper &; Brothers, 353 pp. $5.75.

Health for Modern Living by H. Frederick Kilander, Prentice-Hall, Inc., 475 PP. $4.95.

Smoking and Its Effects by Sidney Russ. The Macmillan Co. 141 pp. $1.95.

Handbook of Speech Pathology, L. E. Travis, editor, Appleton-Century-Crofts, Inc., 1088 pp. $12.00.     

M.A.S.S.: A Model for Producing Transfer

Transfer is the application in the workplace of the knowledge, skills and attitudes learned in training. With transfer, trainers hope to link training to increased job performance. However, training alone will not produce transfer. To affect job performance as a result of training, trainers must intentionally promote transfer using a variety of strategies based on known principles of human performance technology. The MASS model, presented in this paper, brings together four of these principles. According to the MASS model, trainers who promote transfer (and who thereby become performance technologists) 1) Motivate trainees to learn and use the training material; 2) increase trainees' Awareness of when to use new skills and ideas; 3) enable trainees to master and to apply Skills; and 4) give trainees psychological and physical Support on the job. When performance technologists follow the MASS model, they can expect to produce trainees who apply at work what they have been taught in training. Use of the model is illustrated with two examples.     

A Conversation with K. C. Johnson

In ubiquitous writings, a Brooklyn College professor has repeatedly drawn attention to the excesses of radical ideologues in higher education. He took his own provost to task for indoctrinating students in a politically myopic policy, inaptly named: “global citizenship.” He was most articulate of those who sought redress for the witch hunt involving Duke lacrosse players. His purview is broad, and he makes the best of enemies. It’s about time that Academic Questions got around to chatting with K. C. Johnson.

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卡洛斯和康明斯诗中春天的比较研究

作为美国文学史中两位重要的实验型和创新性的现代诗人,卡洛斯和康明斯的地位无疑成绩卓著的。在这两位诗人大量的诗作中,通过对卡洛斯的＂寡妇春怨＂、＂在去传染病医院的路上＂和康明斯的＂正当＂这三首诗歌进行比较,不难发现这三首诗歌中存在着对春天的关注（春怨与沉思;严酷的早春三月;美丽的春天下具有欺骗性的威胁）和不同之处（1.关注的焦点的不同：异化;严冬末尾的三月和隐含初现的苏醒;人类的邪恶2.反映主题的技巧的不同：直接与明晰;骇人与隐含）。通过对比,可以看出一方面这三首诗歌从主题上看与英美文学中春天诗歌的传承和互文关系（古希腊诗人伊比卡斯、英国诗人乔叟、T.S.Eliot）,另一方面,这三首诗歌也创造性的超越了传统。因此,这三首诗歌展示出20世纪文学创作的新特性并表露出20世纪诗歌异于传统和浪漫主义诗歌的端倪。     

List of books reviewed B.J.E.S. 42:4

ABSTRACT

Since gratitude is a significant pro-social quality or virtue, it might be (and has been) considered of some educational concern. However, while it clearly needs to be understood as a response that is in some sense required or owed towards benefactors, gratitude would hardly seem genuine unless it is freely and perhaps joyfully given – perhaps on the basis of some specific grateful emotion. Despite some academic appreciation of tension between these aspects of gratitude, the psychological and normative implications of what we shall call here the ‘paradox of gratitude’ for its learning or acquisition have been less thoroughly explored. Following some consideration of rival educational perspectives on this tension, this article argues that the best route to its resolution may be to surrender the idea of a distinct pro-social emotion or sentiment of gratitude.     

人类·城市·建筑

本文力图从“人类、城市、建筑”三者关系中,研究建筑和城市的历史,寻求和发掘传统建筑中仍具生命的东西,寻求可持续发展目标,探讨二十一世纪可持续发展的城市与建筑。     

Integrating Counseling Theory and Practice: Searching for F.A.C.T.S. and C.R.A.C.K.S.

This article suggests a device that counselors may use as a reference for bridging the gap between counseling theory and technique. Cognitive development theory provides the basis for understanding a single transaction between counselor and client. The acronyms FACTS and CRACKS suggest the structural dynamics taking place within the client's cognitive field as the counselor performs in two different stages of the counseling process.     

H. L. Mencken the rhetorician

The Effective Speaking Voice. By Joseph A. Mosher, A.M., Ph.D., Assistant Professor of Public Speaking, College of the City of New York. (Macmillan.)

The Essentials of Public Speaking. By Warren C. DuBois. New York, 1921. Charles F. Meyer. 167 pp. $2.00.