ICT Policy and Implementation in Education: cases in Canada,Northern Ireland and Ireland

Countries with similar levels of economic development often implement different education ICT policies. Much of the existing research attributes such differences to economic and political factors. In this paper, we examine the development of ICT policy and implementation in the two parts of Ireland and in two Canadian provinces and find that historical, social and cultural differences also play an important role in the way ICT policies develop. In particular, we see differing historical perceptions of the role of the state and church in education playing a more important role than has hitherto been recognized.     

Holistic Media Education: An Assessment of the Effectiveness of a College Course in Media Literacy

The general purpose of this study was to test the effectiveness of a college course in media literacy. Specifically, the course took a holistic approach to media literacy and was designed to heighten college students' awareness of media structures, content, and impact, as well as to encourage students to become more critical/informed participants in the media environment. A pre-test, post-test, control group post-test only, quasi-experimental design was employed to assess the effectiveness of this approach to media literacy education. Overall, students' responses produced significant differences between the control group and the experimental groups' post-test scores on most (but not all) dependent measures. The implications of these results and suggestions for future research were discussed.     

Why the Student Marries

Agent of Death. The Memoirs of an Executioner by Robert G. Elliott and Albert R. Beatty. Illustrated. E. P. Dutton and Co. 315 pp. $3.00.

A Goodly Fellowship by Mary Ellen Chase. The Macmillan Company. 305 pp. $2.50.

Democracy's Challenge to Education edited by Beulah Amidon. Illustrated. Farrar and Rinehart. 263 pp. $1.50.

Democracy Readers by Lois G. Nemec, Maybell G. Bush, Helen M. Brindl, Ruth M. Robinson, Edna Morgan, Allen Y. King, Ida Dennis. Edited by Prudence Cutright and W. W. Charters. The Macmillan Co.

Education for Democracy in Our Time by Jesse H. Newlon. McGraw-Hill. 242 pp. $3.00.

Educational Psychology by Charles H. Judd. Houghton Mifflin Co. 566 pp. $2.25.

In-Service Growth of Social Science Teachers. Tenth Yearbook, National Council for the Social Studies. 187 pp. $2.00 (paper). $2.30 (cloth). 1939.

Living with Others by John A. Kinneman and Robert S. Ellwood. Houghton Mifflin and Company. 531 pp. $1.72.

Poems of Today by Alice Cecilia Cooper. Ginn and Company. New England Edition. 412 pp.

Post-Primary Education in the Primary Schools of Scotland, 1872-1936 by Newman A. Wade. University of London Press, Ltd. 265 pp. 8 shillings 6 pence.

The College Charts Its Course by R. Freeman Butts. McGraw-Hill. 464 pp. $3.00.

The Development of Education in the Twentieth Century by Adolph E. Meyer. Prentice-Hall. 406 pp. $2.75.

The Future of the Social Studies: Proposals for an Experimental Social-Studies Curriculum, James A. Michener, Editor. The National Council for the Social Studies. 178 pp. $1.50 (paper). 1939.

Understanding American Business by Humphrey B. Neill and Howard M. Cool. The Macmillan Co. 448 pp. List price $1.92.

Visualizing the Curriculum by Charles F. Hoban, Charles F. Hoban, Jr., and Professor S. B. Zisman. The Cordon Company. 300 pp. $3.50.

Appointment with Death by Pamela Frankau. E. P. Dutton and Co. 334 pp. $2.50.

Dalesacres by Florence Ward. E. P. Dutton and Company. 308 pp. $2.50.

Family Album by Humphrey Pakington. W. W. Norton and Company. 340 pp. $2.50.

Encyclopedia of Knots and Fancy Rope Work by Raoul M. Graumont and John J. Hensel. Illustrated. The Cornell Maritime Press. 615 pp. $10.00.

Introduction to the Dance by John Martin. Illustrated. W. W. Norton Co. 363 pp. $3.50.

Once Over Lightly by Charles De Zemler. Illustrated. Published by the author. Rockefeller Center, New York City. 270 pp. $3.75.

Political Science in American Colleges and Universities 1636-1900 by Anna Haddow. The Century Political Science Series. Appleton-Century Co. 308 pp. $2.50

Science for the World Tomorrow by Gerald Wendt. Illustrated. W. W. Norton and Co. 316 pp. $2.75.     

Re-reading the reading lesson: episodes in the history of reading pedagogy

Reading pedagogy is constantly an object of discussion and debate in contemporary policy and practice but is rarely a matter for historical inquiry. This paper reports from a recent study of the history of reading pedagogy in Australia and beyond. It focuses on a recurring figure in the historical record—the ‘reading lesson’. Presented as a distinctive trope, the reading lesson is traced in its regularity in and through the discourse of reading pedagogy, starting in 1930s Australia and moving back into 19th-century Europe, and with specific reference to the UK and the USA. Teaching reading is expressly identified as a moral project—something that, it can be argued, clearly continues into the present.     

Autobiography in science education: Greater objectivity through local knowledge

In our paper we argue that (1) autobiography ought to be considered both the telling of one's story and the using of that story with others to understand and use difference productively, and (2) autobiography (as telling and interacting) dismantles the universalistic tug of science and replaces it with a push for science as local knowledge. To accomplish this dual task, we share selective autobiographical accounts of lives (autobiography as telling), and then use these accounts to have a conversation about urban science education (autobiography as interacting). Following these autobiographical accounts we then discuss how our different stories apart and together provide a greater objective insight into what it means to come-to-know science. When talking about their lives, people lie sometimes, forget a lot, exaggerate, become confused, and get things wrong. Yet, they are revealing truths. These truths don't reveal the past “as it actually was,” aspiring to a standard of objectivity. They give us instead the truths of our experiences. (Personal Narratives Group (PNG), 1989, p. 261)