New books

LANGUAGE ‐ MAN ‐ SOCIETY: READINGS IN COMMUNICATION. Ed. Harold E. Briggs. New York: Rinehart and Co., 1949; pp. xv + 707. $3.50.

THE ART OF FORCEFUL SPEAKING. By Richard C. Reager. New York: Grosset and Dunlap, 1949; pp. xvi + 302. $1.49.

HOW TO PUT YOUR IDEAS ACROSS. By Richard W. Wetherill. New York: D. Van Nostrand Company, 1949; pp. x + 435. $2.75.

PUBLIC SPEAKING WITHOUT FEAR AND TREMBLING. By Mark Hanna. New York: The Macmillan Co., 1949; pp. 166. $2.75.

BASIC PUBLIC SPEAKING. By Paul L. Soper. New York: Oxford University Press, 1949; pp. xxi + 394. $2.50.

HANDBOOK OF PUBLIC SPEAKING. Revised Edition. By A. R. Thompr son. New York: Harper and Brothers, 1949; pp. xix + 177. $1.50.

BASIC TRAINING IN SPEECH. Brief Edition. By Lester Thonssen and Howard Gilkinson. Boston: D. C. Heath and Co., 1949; pp. 249. $2.25

HOW TO TALK MORE EFFECTIVELY. By Jean Bordeaux and T. W. Tanaka. Chicago: American Technical Society, 1949; pp. x + 218. $2.75.

DEMOCRACY THROUGH DISCUSSION. By Bruno Lasker. New York: The W. H. Wilson Co., 1949; pp. xvii + 376. $3.50.

THE HUMAN NATURE OF PLAYWRITING. By Samson Raphaelson. New York: The Macmillan Co., 1949; pp. viii + 267. $4.00.

PLAY PRODUCTION AND DIRECTION. By C. Lowell Lees. New York: Prentice‐Hall, 1948; pp. xiii + 311. $5.00.

HOW TO SPEAK THE WRITTEN WORD. By Nedra Newkirk Lamar. New York: Fleming H. Revell Co., 1949; pp. 175. $2.50.

THE ART OF GOOD SPEECH. By Dwight Bolinger and Ralph Weiman. 4 v. Philadelphia: Russell Press, 1948; pp. 159. $9.50.

GENERAL SPEECH: AN INTRODUCTION. By A. Craig Baird and Franklin H. Knower. New York: McGraw‐Hill Book Co., 1949; pp. ix + 500. $3.50.

PUBLIC SPEAKING FOR BUSINESS. By William G. Hoffman. Third Edition, Revised and Enlarged. New York: McGraw‐Hill Book Co., 1949; pp. xiii + 412. $3.50.

THE LANGUAGE OF WISDOM AND FOLLY: BACKGROUND HEADINGS IN SEMANTICS. Ed. Irving J. Lee. New York; Harper and Brothers, 1949; pp. xxii + 361. $3.00.     

Dreaming and immanence: rejecting the dogmatic image of thought in science education

In this article, we, a multivocal-thinking-assemblage, trouble what we feel is the dogmatic image of thought in science education. Beginning with Lars Bang’s (Cult Stud Sci Educ, 2017) dramatic and disruptive imagery of the Ouroboros as a means to challenge scientific literacy we explore the importance of dreams, thinking with both virtual and actual entities, and immanent thinking to science education scholarship. Dreaming as movement away from a dogmatic image of thought takes the authors in multiple directions as they attempt to open Deleuzian horizons of difference, immanence, and self-exploration.     

Metaphorical duality: High school subject departments as both communities and organizations

This article investigates the metaphorical duality that exists when school subject departments are concurrently conceptualized as both communities and organizations. Employing a narrative methodology, we use the metaphorical duality to examine the manner in which science teachers negotiate two key aspects of their work; professional learning and teacher leadership. The reified meanings that the department (as community) negotiates are the foundations for the actions that the department (as organization) takes. It is this sense of understanding and commitment to the department as community that provides the department as organization with its political power within a school.     

Using the Inquiry Process to Motivate and Engage all (Including Struggling) Readers

With increasingly rigorous standards and mounting high stakes testing, it seems harder than ever to motivate and engage struggling readers. In this article the authors provide an overview of the inquiry learning process, which details how providing students with choice and opportunities to collaborate with peers can keep students invested in their own learning and progress. Within the framework of standards and/or a unit of study, students are coached toward choosing a personally meaningful research question in which they are given freedom to explore the answer through a variety of self-selected texts. Inquiry learning can be woven into already existing units of study or can be used to create an entirely new classroom project. The authors walk readers through the inquiry process with a teacher vignette that provides a step-by-step plan that can be implemented in any classroom.     

A conspicuous production theory of resource allocation in higher education

Despite well-founded predictions that the 1970's and 80's would be characterized by excess capacity in graduate education, new graduate programs have continued to appear and existing programs have expanded capacity. This paper proposes a utility maximization theory to explain the continuation of the growth process and describes the nature of the public policy which will be necessary to effect changes in resource allocation in higher education. The basic hypothesis of the theory presented in this paper is that utility maximization of decision makers in higher education is functionally related to minimization of the gap between desired and prevailing institutional status. In an operational sense, status depends on an institution's factor complement, i.e., the institution's instructional and research programs and the quality of faculty and other inputs used to operate these programs. This implies that factor complements provide utility to decision makers in addition to their actual contribution to the educational process. Recognition of this factor and the oligopolistically interdependent nature of the decision making process in higher education is essential for the formulation of effective public policy to induce necessary reallocation of resources to graduate programs.     

Understanding teaching or teaching for understanding: Alternative frameworks for science classrooms

We came to this study with a set of beliefs about good science teaching that had been heavily influenced by the constructivist literature of the past decade. In this article we reexamine some of our own assumptions about good teaching by exploring the classroom practices of an experienced physics teacher. This teacher did not fit the mold of the constructivist teacher and, yet, there was much to suggest that he was meeting the needs of the students in his class. His methods were almost entirely whole class—focusing mainly on physics content, examination technique and algorithm practice. Our close observation of this teacher in his Grade 11 classroom over several months suggests an alternative framework for examining his work. We examine this framework through a number of themes: teacher confidence, the structure of the discipline, student motivation, trust, and the cultural context of learning. We argue for a broader view of good science teaching than that proposed by the constructivist literature, one that takes into account teachers' and students' understandings of science in relation to their social and cultural contexts.