Film: General

Michael F, Mayer's The Film Industries (New York: Hastings House, 1978---$11.50/5.95)

Joseph M. Boggs' The Art of Watching Films: A Guide to Film Analysis (Menlo Park, Calif.: Benjamin/Cummings Publishing, 1978---$6.95, paper)

Bernard F. Dick's Anatomy of Film (New York: St. Martin's Press, 1978---$10.00)

Film periodicals: Chamba Notes (P.O. Box U, Brooklin, N.Y. 11202---$3.00 for students, $5.00 for other individuals, and $10.00 for institutions/quarterly)     

Print Media

Bernard M. Fry and Herbert S. White's Publishers and Libraries: A Study of Scholarly and Research Journals (Lexington, Mass.: Lexington Books/D.C. Heath, 1976—price not given, but about $15.00)

Karl I.R. Arndt and May E. Olsen's The German Language Press of the Americas, Volume I: History and Bibliography 1732-1968, United States of America (Munich: Verlag Dokumentation [New York: Unipub] , 1976—DM 148, or $52.00)

The Reader's Advisor: A Layman's Guide to Literature, 12th Edition (New York: R.R. Bowker, 1977—three volumes for $69.95 per set, or $25.00 per volume if purchased separately)

Donald McQuade and Robert Atwan (eds.) Popular Writing in America: The Interaction of Style and Audience, Shorter, Alternate Edition (New York: Oxford University Press, 1977—$5.00, paper)     

Rethinking leadership and change: a case study in leadership succession and its impact on school transformation

This qualitative, historical study, based on interviews with participants and archive data, reconstructs the extended process through which three successive heads contributed to the transformation of the Felix Holt School. Over a 10‐year period the roll rose from 560 to 1109, while the percentage of pupils achieving 5 GCSE higher grades increased from a low point of 13% to 57% in 2002. Unlike the majority of schools nationally, Felix Holt moved definitively from one level of effectiveness to another. Concepts from the leadership literature frame an analysis of how three contrasting leaders influenced organizational characteristics. Despite disruption and turbulence as the heads adopted discontinuous strategies and contrasting styles, their respective contributions broke the mould and built the capacity of the school. Successful transition from one leader to another seems to be a critical but neglected dimension of sustainable improvement. All those concerned with the appointment of school leaders are recommended to give more care to managing their arrival, induction and departure.     

Ponctuation et Connecteurs: Une Approche Textuelle et Génétique

Two experiments were carried out in order to study the development of textual punctuation use in children from 7 to 13. Four unpunctuated stories (following Mandler & Johnson’s narrative grammars 1977) involving or not a connective (et/alors/après) at different places were submitted to subjects who had to write them down in adding punctuation marks. The results show a strong textual impact on the frequency of punctuation which is higher at the beginning and at the end of the stories. We found also a strong impact of connectedness: the frequencies and types of punctuation marks varied in relation to connectives:et was rarely punctuated;alors was mainly associated with commas whereasaprès was more often associated whith periods. These effects were significant mainly from 11 years of age on, except for the impact ofet already observed at 7 years of age.     

Software that assists learning within a complex abstract domain: the use of constraint and consequentiality as learning mechanisms

This paper describes a research project into undergraduates’ use of a software tool to learn symbolic logic—a complex abstract domain that has been shown to be intimidating for students. The software allows the students to manipulate proofs in certain ways and then calculates the consequences of their actions. A research method has been developed that allowed students’ use of this tool to be modelled, and this model was then used to identify, refine and create visual cues that provide support for students’ reasoning. The focus of this paper is the role of the software as an artefact to aid students’ visualisation of reasoning processes rather than the logic itself. The main mechanisms by which this visualisation is supported are the imposition of constraints on the actions available and the demonstration to students of the consequences of their actions. The study shows that the software encouraged experimentation with different routes to a proof, and constituted a challenge to fixated reasoning.