A Window on the World

The $4 million national Loan Video Programme is an ambitious project which has been operating in outback regions of Australia for two years. The Programme was originally intended to provide videocassette copies of ABC educational broadcasts to primary-school students studying by'correspondence'and living outside television reception areas. An examination of the effects of the Programme on teacher and parent attitudes, viewing patterns, integration with the curriculum, and educational concerns about televisual learning in Western Australian Schools of the Air and Distance Education Centre students, are given in this paper.     

Factors that Influence the Use and Impact of Educational Television in School

The main arguments in this article were presented in a paper at a European Broadcasting Union (EBU) seminar on research into educational television. It focuses on factors that influence the use and impact of educational television in school, drawn from an overview of international research on educational television, mainly in the eighties. The critical factors influencing the use and impact of educational television in schools are described as quantity and variety of educational television broadcasts available, easy access to equipment, regular transmission slots in the broadcast schedule with repeats, programme series, information, support material, relation to the curriculum, new demands, attitudes to educational television and teaching style and philosophy.     

Primary Telesoftware

The Telesoftware and Education Project, which was set up in 1980 by the BBC, the IBA and Brighton Polytechnic, demonstrated the feasibility of using broadcast transmissions to distribute computer programs as teletext pages, to be downloaded (i.e. recorded) onto a microcomputer in school. The success of the project led to the setting up of a Telesoftware and Primary Education Project, to distribute software to the area of education in which programming expertise is least often available. Telesoftware is not only a means of distributing stand‐alone software but can also be coupled with schools’ broadcasts and can read relevant information from any page of teletext, providing an educational television ‘package’. The project provides a link between schools and programmers and functions as a pre‐ and post‐broadcast evaluation team. The initial feedback from schools has been very positive and it is hoped that the broadcasting of high quality, relevant telesoftware will be a useful TV service in the future.     

Teaching Children to Evaluate Television Violence Critically: the impact of a Dutch schools television project

Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to encourage children aged 10‐12 to become more discriminating consumers of violent television crime series. Results indicated that the schools television project led to an increase in factual knowledge of differences between violence as depicted in crime series and real‐life violence, and a decrease in the perceived realism of violent television programmes. Children reacted very positively to the schools broadcasts and found them instructive and useful. Teachers reacted positively to the broadcasts and the related materials (student workbook and teacher's manual) that accompanied the programmes.     

Availability and use of educational media in secondary schools in Ondo State

The author reports on a pilot study aimed at identifying what items of educational media were available in selected schools in Ondo State, Nigeria, and the extent of their use. A twenty-eight item questionnaire was used to assess availability. use, attitude of principals and support for instructional media. Seventy-seven schools from different parts of Ondo State participated in the study. The results showed that these secondary schools were generally very poorly equipped with educational media and that the level of use was very low. The reasons for this are fourfold: economic, political, the lack of training and the lack of co-ordination among the agencies responsible. Recommendations include the rationalisation of small schools, a programme of workshops and seminars and the involvement of classroom teachers in the planning and production of educational broadcasts.     

BBC Education: the effectiveness and evaluation of educational broadcasting

BBC Education provides educational broadcasts for people of all ages‐‐ for young children, for pupils and for students in educational institutions including the Open University, as well as for adult learners in more informal groups and for those who are listening or viewing at home. All these broadcasts are supported by printed materials of various kinds and, in many cases, by back‐up services such as telephone referral facilities. BBC Education's services are provided as part of the BBC's public service remit. This paper outlines the contextual factors which BBC Education seeks to take into account and the research measures it takes to ensure the continued relevance of its output.     

Inclusion of students who are deaf or hard of hearing in government schools in new South wales, australia: development and implementation of a policy

The inclusion of students who are deaf or hard of hearing in Department of Education and Training (government) schools in the state of New South Wales, Australia, is supported through a policy known as the Special Education Policy (NSW Department of School Education, 1993). The policy is operational for all students with disabilities, learning difficulties, or behavior disorders, regardless of their educational provision. This article focuses on how the policy and continuum of services have developed and the attitudes of stakeholders toward both policy and practice. The article begins by framing the policy in terms of legal mandates and then gives an overview of current educational provisions, followed by a discussion of attitudes toward inclusion as held by stakeholders in New South Wales government schools. The article concludes by attempting to assess the potential effects of both policy and practice on students who are deaf or hard of hearing.     

Education as Part of the Migratory Project of Latin American Migrant Women Traveling to the United States in Undocumented Conditions

Education is an indispensable element for the development of society. In Latin America, the point of origin of most of the undocumented immigrants to the United States, equal opportunity in access to education and educational achievement is still pending. The study presented here focuses on the analysis of the expectations of female migrants via Mexico’s northern border, focusing attention on educational attainment as an important aspect of the “American Dream” of the migrant women interviewed and their dependents.     

Time to Get Off the Shelf: educational television and public libraries cooperation in continuing education

In recent years BBC Continuing Education and public libraries have established a successful policy of collaboration, with public libraries advising on local resources and acting as referral points and local back‐up agencies for educational broadcasts. This paper summarises a joint BBC Educational Broadcasting Services and Cheshire Libraries project, started during autumn 1981, designed to encourage the process of linking educational broadcasting, public libraries and the community. The project's main aims were to see how the library service might increase involvement with the work of BBC Continuing Education, thereby becoming a more effective partner in developing interest in Adult Education, and to explore how a public library might operate as a multi‐media resource centre for the public in relation to educational broadcasting.     

Life in Special Schools in South Africa: Voices of Former Students

We describe educational experiences of people with disabilities who attended special schools in South Africa. We found significant differences in education between White and Black participants in terms of teaching quality, access to therapy and assistive devices, class sizes, subjects, and grades offered. Additional differences were noted between participants with congenital and early-onset disabilities, and those with degenerative or acquired disabilities who moved from a mainstream school to a special school. Thirty-six percent of participants in this study completed their education after Education White Paper 6 (EWP6), South Africa’s inclusive education policy had been implemented. Despite this, findings suggest that all these participants experienced similar challenges as those who received their education during the apartheid era. This study highlights the important need to address the existing “special school” scenario, and effectively implement the principles of EWP6.     

The physical placement of classroom technology and its influences on educational practices

The purpose of this study was to gain deeper insights into how technology restructures the classroom as a spatial setting and how the positioning of these technologies can be associated with educational practices. The research includes a photographic and schematic representation of 115 classrooms in 12 primary schools in Belgium, resulting in a typology based on structural features of the classrooms. Based on the typology derived and the specific positioning of technology, nine teachers were purposefully selected and interviewed regarding their perceptions concerning the link between the use of technology and the classroom layout. The results indicate that (1) the positioning of technology can be related to specific types of technology use; (2) the classroom layout is in transition from one central display to multiple screens; and (3) because of physical access to technology, the educational practice of individual classes is spatially dispersed over different locations within the school.     

试析收回教育权运动对中国现代教育的影响

20世纪20年代发生的收回教育权运动从教育思想、教育学派、教育制度、教育编纂四个方面对中国现代教育产生了重要影响.教育思想方面,该运动提出了“教育为国家主权”、“教育与宗教分离”、“国家主义教育”三大观念.教育学派方面,该运动时期所形成的国家主义教育学派,丰富壮大了中国现代教育流派的队伍.教育制度方面,该运动促使政府形成了较为成熟的管理教会学校的体制.教育编纂方面,该运动时期提出和形成的“教育侵略”论、“文化侵略”论,成为中国近现代教育史上最有影响的学科研究话语范式.     

Bringing equity to underserved communities through STEM education: implications for leadership development

ABSTRACT

STEM Education is sweeping the United States, prompted primarily by the recent adoption of the Next Generation Science Standards. The surge in interest in STEM Education is beneficial for local schools and communities, and promises to positively impact students, teachers, school leaders, community members, and the future workforce. Unfortunately, inequitable hegemonic structures and practices limit urban students’ access to knowledge, resources, and a comprehensive and fair educational experience. This article explores the STEM activities in place at the Center for Innovation in STEM Education (CISE), at a local university in greater Los Angeles. From a historical context, CISE data show that an approach to STEM education that focuses on serving underrepresented populations by creating a pipeline, can serve as an example for K-12 schools, universities, and educational leaders seeking equitable practices in the field of STEM education. We identify implications for leadership development for school leaders, teacher leaders, and districts.     

How does principal e-leadership affect ICT transformation across different school stages in K-12 education: Perspectives from teachers in Shanghai

With the continuous deployment of ICT in K-12 education, strong access but weak uptake has become the greatest challenge for ICT implementation in schools. As the pioneer of China’s K-12 educational reform, Shanghai draws our attention in terms of the critical factors and the underlying mechanism of ICT transformation in K-12 schools. The study used questionnaire survey data collected from 2894 Shanghai teachers (971 primary, 990 middle and 933 high school teachers) to investigate the relationships between government ICT policy, school principal e-leadership, ICT implementation in schools, teacher attitudes towards ICT and pedagogical change and changes in student learning. The structural equation modelling results revealed a significant influence of e-leadership by school principals on ICT transformation in schools, confirming the critical role of e-leadership in ICT transformation model. In addition, the higher the school stage, the more personal rather than organisational factors affected the changes in teaching and learning. The findings imply a profound sociocultural and technological dilemma due to the pressure of getting into college and risk-taking in ICT-related educational transformation. The study contributes to our knowledge in terms of a more nuanced ICT transformation mechanism between school stages.     

How to identify and clarify educational tasks in the Caribbean: An example with implications for developing countries

The study had five objectives: first, to determine what Virgin Islanders believe the tasks of their public schools are; second, to determine what Virgin Islanders believe the tasks of their public schools should be; third, to determine if the existing task of public education theory, as it is used in several countries, applies in whole or in part to a Caribbean society; fourth, to identify educational goals or tasks which may have relevance for the entire Caribbean region; and fifth, to demonstrate a research procedure for identifying and clarifying educational goals, objectives and tasks in West Indian countries. The significance of the study lies in the information it provides for (1) specifying educational goals, objectives, and tasks; (2) synchronizing perceptions and beliefs of educational tasks; (3) planning and formulating educational policy; and (4) evaluating education programs. The design of the study was developed around the task of public education theory developed by Downey. four research questions, and two hypotheses which interrelated the beliefs of the Virgin Islands Legislature, the Virgin Islands Board of Education, Department of Education, principals, teachers, students, and administrators and professors of the College of the Virgin Islands.Among other findings, the study revealed that (1) Virgin Islanders' beliefs about educational tasks were not that different from beliefs other people hold about educational tasks; (2) the task of education is interpreted and applied in the Virgin Islands as it is in other countries; and (3) schools in the Virgin Islands do have a set of viable education goals and tasks which can focus curriculum development, instruction practices, and learning outcomes.     

Taking Stock

Late in 1965, the Inner London Education Authority decided to set up its own television service for the schools and colleges in its area. Some questioned the justification for this in a situation where national broadcasts for schools were already available on two channels and for further education on three. Now that the ILEA service has been operational for one and a half years, it is possible to make a preliminary attempt to assess to what extent original plans and expectations are being realised, and how far initial thinking has been modified in the light of experience.     

同一个学校 同一个梦想——未来教育发展之愿景

让每个学生都能接受平等的教育,都能获得同样的成功,这是学校的梦想。为了实现这样的梦想,我们应当构建同一的学校。学校网络是一种基本无行政干预又无等级色彩的教育组织,它有利于学校之间的横向交流,有利于促进教育改革与创新。教育的理论创新是教育体制改革的先导,教育改革则是根据未来社会发展的需要或某种政治理念,由权力部门对整个教育系统或某个领域有计划地实施变革的政治决策。21世纪应当是教育创新与改革的世纪,应当致力于构建教育成功的美好未来前景。     

Parent perspectives on inclusive education in Budapest

The purpose of this study was to better understand parents’ perspectives of education in Budapest, particularly parents of children with disabilities or children who struggle with learning. Nine parents were interviewed. Parents found schools for their child with a disability to be lacking in terms of updated materials, methods and service provision for students; relationships with families and the burden placed on families to advocate for their child or find alternatives were also problematic. Changes are required at all levels of the educational system, including parent involvement and teacher preparation programmes.     

Finding the Customers: Challenges and Experiences Marketing K-12 Full-time Virtual Schools

Full-time virtual schooling is a growing alternative to traditional schools, although it is an option still unknown to many students. The ability to inform students through marketing is thus foundational to the success of virtual schools. Using a qualitative case study methodology, this article examines marketing patterns for nonprofit virtual schools, including how students find out about virtual schools; the ways in which school leaders market their schools; and changes reported in schools’ marketing and recruitment needs and strategies. This analysis suggests that students find out about virtual schools in many ways, including being referred, rejected, and urged by their local schools. Implications include issues around socioeconomic equity, especially in terms of school access, funding, and educational quality.     

城乡接合部义务教育学校存在经费“洼地”吗？

农村义务教育经费保障机制有效提高了我国义务教育投入水平。然而，城乡接合部学校的城市性质使其享受政策保障受到一定限制，同时其教育经费又往往难以达到主城区水平，因此城乡接合部地区可能成为处于主城区和农村之间的义务教育经费“洼地”。本研究基于教育经费统计数据和空间数据，使用空间断点回归方法，定量地研究“新机制”背景下城乡属性对于学校生均教育经费投入的影响。结果发现，城乡接合部学校生均经费显著地低于邻近的农村学校，而且存在学生规模过大的问题。本研究建议，现行的城乡义务教育经费保障机制应该对城乡接合部学校的教育经费予以重点倾斜。