Foreign Film

George Perry's The Great British Picture Show from the 90s to the 70s (New York: Hill and Wang, 1974---$12.50)

Mildred Constantine and Alan Fern's Revolutionary Soviet Film Posters (Baltimore: Johns Hopkins Press, 1974---$12.95)

Michael Jon Stoil's Cinema Beyond the Danube: The Camera and Politics (Metuchen, N.J.: Scarecrow Press, 1974---$6.00)

Antonin J. Liehn's Closely Watched Films: The Czechoslovak Experience (International Artistic Sciences Press, 901 North Broadway, White Plains, N.Y. 10603, 1974---$15.00)

Eleanor Beatty's A Handbook of Canadian Film (Toronto: Peter Martin Association with Take One, 1973---price not known, paper)

Kuleshov on Film: Writings by Lev Kuleschov (Berkeley: University of California Press, 1974--- $10.00)

Susan Sontag's Brother Carl (New York: Noonday Press/Farrar, Straus & Giroux, 1974---$10.95/4.95)     

The effect of colour of tester on performance on a group reading test

A study of the relationship between colour of tester and performance on a group reading test was carried out using, as testers, two student teachers of similar experience and appearance apart from colour of skin and, as subjects, 24 children of families of West Indian origin and 24 indigenous children matched for school, sex and age (8-9 yrs). Parallel forms of the Young Group Reading Test (Young, 1969) were administered on alternative occasions by the black tester and the white tester. Differences between the mean group scores were not statistically significant. Correlations between performance on test and re-test by ethnic group, sex, school, colour of tester for first test and form of test for first test were statistically significant, and at or beyond the .05 level. Evidence of ethnic-group effect was not apparent. Attempts to reduce stress e.g. the use of group tests, may have inhibited the expression of ethnic-group effect, if indeed it existed.     

Sense of place among New England commercial fishermen and organic farmers: implications for socially constructed environmental education

Given the prominence of sense of place in environmental education curricula, this paper aims to empirically examine and strengthen the conceptual understanding of sense of place. The results and implications are derived from research where five commercial fishermen and five organic farmers from the New England Seacoast region participated in a series of in‐depth phenomenological interviews and observations. This study supports the literature‐based conceptual framework that sense of place is comprised of: (1) ecological knowledge, which leads to ecological identity, (2) social knowledge, which facilitates the development of a social identity, and (3) attachment to the human and non‐human community in a place. Two broad themes that emerged from the data demonstrate how the social context of the human and non‐human community contributes to the development of one’s sense of place.     

“I Bought My Degree,Now I Want My Job!” Is Academic Entitlement Related to Prospective Workplace Entitlement?

Academic entitlement, a term that defines students’ expectations of academic success independent of performance, has been linked with a number of maladaptive behaviors. This study examined the potential relationship between academic entitlement and prospective workplace entitlement in a sample of Canadian students (N=1024) using an online survey. Multivariate analyses produced a significant (p<0.05) positive relationship between academic entitlement and prospective workplace entitlement. Graduate students had higher levels of prospective workplace entitlement than did undergraduates, and those pursuing degrees in Education and Law had significantly lower levels of prospective workplace entitlement than students in other areas of study. Results support a need to develop strategies to minimize entitlement beliefs prior to an individual’s entry into the workforce.     

Assessment in a Pre-service Teacher Education Programme: The rhetoric and the practice of standards-based assessment

This paper presents findings that reflect one of several themes from a field-based project carried out in a large metropolitan College of Education in New Zealand. Assessment policy statements in the college's School of Primary Teacher Education Handbooks (1993- 1996) gave the impression that a robust system was in place: one in which student teacher performance on required tasks and assignments was compared with clearly prescribed criteria/standards. However, observations in the field identified a significant discontinuity between the rhetoric and practice. Rather than basing judgements on published criteria and standards, a group of assessors grounded their judgements in a different set of 'rules'. These rules suggested a strong commitment to notions of professional and personal autonomy.     

Caught Between Parents: Adolescents'' Experience in Divorced Homes

This study examined adolescents' feelings of being caught between parents to see whether this construct helps to explain (1) variability in their postdivorce adjustment and (2) associations between family/child characteristics and adolescent adjustment. Adolescents 10 to 18 years old (N = 522) were interviewed by telephone 4 1/2 years after their parents' separation. Feeling caught between parents was related to high parental conflict and hostility and low parental cooperation. Being close to both parents was associated with low feelings of being caught. The relation between time spent with each parent and feeling caught depended on the coparenting relationship. Adolescents in dual residence were especially likely to feel caught when parents were in high conflict, and especially unlikely to feel caught when parents cooperated. Feeling caught was related to poor adjustment outcomes. Parental conflict was only related to adjustment outcomes indirectly, through adolescents' feelings of being caught.     

The consequences of being labelled ‘looked‐after’: Exploring the educational experiences of looked‐after children and young people in Wales

The educational experiences and attainment of looked‐after children and young people (LACYP) remains an issue of widespread international concern. Within the UK, children and young people in care achieve poorer educational outcomes compared to individuals not in care. Despite proliferation of research documenting the reasons for educational disadvantage amongst this population, there remains limited empirical consideration of the lived experiences of the educational system, as perceived by LACYP themselves. This paper draws upon qualitative research with 67 care‐experienced children and young people in Wales. The sample was aged 6–27 years, and comprised 27 females and 40 males. Participants had experienced a range of care placements. Findings focus on how educational policies and practices alienate LACYP from dominant discourses of educational achievement through assignment of the ‘supported’ subject position, where children and young people are permitted and even encouraged not to succeed academically due to their complex and disrupted home circumstances. However, such diminished expectations are rejected by LACYP, who want to be pushed and challenged in the realisation of their potential. The paper argues that more differentiated understandings of LACYP's aspirations and capabilities need to be embedded into everyday practices, to ensure that effective educational support systems are developed.