Win, Place or Show: Gauging the Economic Success of the Renoir and Barnes Art Exhibits

Special art exhibits, sometimes known as``blockbusters', are often thought of as tourism andbusiness generators. This belief is fostered byeconomic impact studies that bravely estimate thetotal gross domestic product or total jobs ``created'by such exhibits. Unfortunately, the enthusiasm of theexhibit promoters often leads them to the uncritical useof methodologies that exaggerate the size of theexhibit's contribution to the local economy. Fortunately, such methodologies are well understoodand corrective measures are available to make theestimates they produce more realistic and useful foradvocacy purposes. This paper presents a comparisonof two studies done in Canada to provide arts managerswith a gauge for realistically forecasting thepotential impact of planned ``blockbusters'.Several Canadian art galleries have recently hostedspecial art exhibits, notably the Renoir Portraits atthe National Gallery of Canada and the BarnesExhibition at the Art Gallery of Ontario. They havesurveyed the visitors to them using a correctivemethodology that enables researchers to determinewhich visitors came to the region only because of theexistence of the exhibit and which would have come tothe region and spent money whether the exhibit existedor not. These data enables researchers to estimatequite accurately the amount of visitor spending thatis actually due to the exhibit. This lower, but morecredible, estimate is very useful in helping promotersobtain exhibit sponsorship from local tourismbusinesses who have become skeptical of theexaggerated claims of economic impact estimates basedon standard survey approaches.     

Dosuperior teachers employ systematic instructional planning procedures? A descriptive study

The purpose of this study was to examine the extent to which a group of superior elementary and secondary school teachers employed systematic instructional planning practices. The research method employed was a multicase design in which nine teachers (five secondary and four elementary) from a single school district were studied. Qualitative data in the form of written surveys and face-to-face interviews were collected and analyzed. Results revealed that most of the teachers' planning activities centered around six types of decisions. When the teachers' planning activities were compared with a systematic approach to instructional planning, the two approaches were found to be different in several important ways: the teachers did not place much emphasis on specifying objectives, creating objectives-based tests, or making other instructional decisions in light of objectives. Implications for teaching preservice teachers about systematic planning are discussed. The authors would like to thank the nine teachers who participated in this study, and Julia O'Brien, who helped to conduct it.     

AfterMath: the work of proof in the age of human-machine collaboration

During the 1970s and 1980s, a team of Automated Theorem Proving researchers at the Argonne National Laboratory near Chicago developed the Automated Reasoning Assistant, or AURA, to assist human users in the search for mathematical proofs. The resulting hybrid humans+AURA system developed the capacity to make novel contributions to pure mathematics by very untraditional means. This essay traces how these unconventional contributions were made and made possible through negotiations between the humans and the AURA at Argonne and the transformation in mathematical intuition they produced. At play in these negotiations were experimental practices, nonhumans, and nonmathematical modes of knowing. This story invites an earnest engagement between historians of mathematics and scholars in the history of science and science studies interested in experimental practice, material culture, and the roles of nonhumans in knowledge making.     

How heads manage change

This paper aims to extend the debate about the value of teamwork and its implications for team leadership in education. It examines a range of studies of teamwork in different contexts in and outside education, in order to propose an agenda for future research on this topic. Comparisons are drawn in particular with studies of collaborative partnerships in groups of musicians working together. These highlight what is fundamental to all forms of collaboration through teamwork and what is distinctive in different settings. In particular, it challenges the potential of teamwork to engender synergy as a springboard for managerial action. It concludes by proposing a reinterpretation of the ideal of synergy, to render it more realisable in educational settings in the form of team learning, team talking and team thinking, all leading to increased team effectiveness and the achievement of the team's task.     

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)     

Reinventing discovery learning: a field-wide research program

Whereas some educational designers believe that students should learn new concepts through explorative problem solving within dedicated environments that constrain key parameters of their search and then support their progressive appropriation of empowering disciplinary forms, others are critical of the ultimate efficacy of this discovery-based pedagogical philosophy, citing an inherent structural challenge of students constructing historically achieved conceptual structures from their ingenuous notions. This special issue presents six educational research projects that, while adhering to principles of discovery-based learning, are motivated by complementary philosophical stances and theoretical constructs. The editorial introduction frames the set of projects as collectively exemplifying the viability and breadth of discovery-based learning, even as these projects: (a) put to work a span of design heuristics, such as productive failure, surfacing implicit know-how, playing epistemic games, problem posing, or participatory simulation activities; (b) vary in their target content and skills, including building electric circuits, solving algebra problems, driving safely in traffic jams, and performing martial-arts maneuvers; and (c) employ different media, such as interactive computer-based modules for constructing models of scientific phenomena or mathematical problem situations, networked classroom collective “video games,” and intercorporeal master–student training practices. The authors of these papers consider the potential generativity of their design heuristics across domains and contexts.     

Towards a knowledge-sharing scaffolding environment based on learners' questions

This article describes a web‐based communicative space (a Dynamic Frequently Asked Questions environment—DFAQ) in which learners consult one another using questions, and in which both the flow of interaction and its artefacts become a resource available to a community of learners. Anecdotal evidence suggests that learners embarking on their first year of university study enter a world that is essentially text‐based and are inclined to view text as an authority, as something fixed that closes rather than opens up enquiry. Motivated by the need to scaffold learners’ engagement with academic text, we developed the DFAQ in which learners asked questions and other learners responded. The article discusses the learning activity that led to student consultation and provides a critical review of the environment based on student interviews. Our conclusion is that the environment provides learners with a unique ‘space’ in which to access questions and responses that they might not have generated themselves. Furthermore, given the environment's capacity to recruit, hold and focus attention as well as model appropriate questioning behaviour, we think that it does indeed provide a space that scaffolds learners’ engagement with the text.