为什么兰登书屋与企鹅出版集团必须合并?

With news about a merger between Bertelsmann's Random House and Pearson's Penguin,you might think that it happened recently.In fact,it was dated July 17,1956,and the men doing the negotiating were Random House founders Bennett Cerf and Donald Klopfer and Penguin founder Allen Lane.     

Teaching instructional design in a computer literacy course

Knowledge of instructional design principles can help teachers integrate technology such as computers into their classroom instruction. This article describes a required computer literacy course for preservice teachers which was redesigned to include substantial components to teach instructional design. Also described are the results of a study conducted to examine the effectiveness of the instructional design training. End-of-course measures indicated that the preservice teachers learned the essential principles of instructional design and believed that the instruction would help them develop better lesson plans for effective use of computers in their classroom instruction.     

Citizenship discourses: production and curriculum

This paper explores citizenship discourses empirically through upper secondary school student’s understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen – a knowledgeable citizen, a responsive and holistic citizen, and a self-responsible ‘free’ citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.     

Tipping the Balance from Expert to Facilitator: Examining Myths about Being a Teacher Educator

This self-study addresses two questions: (1) how did self-study aid the teacher educator in interrogating her beliefs about and mediate her projection of teacher-as-facilitator versus teacher-as-expert? and (2) in what ways did prospective elementary teachers in an undergraduate, interdisciplinary science course exert control over their learning as a result of the teacher educator's self-interrogation of practices? In her teaching role with prospective teachers, Nicole explored a major myth about teaching concerning the image of the professor as the primary expert in the classroom. Critical events analysis revealed instances where she exerted power as an expert or assumed the role of facilitator. Instead of clearly marked instances where she took actions to exert her various roles in the classroom, she found that classroom events could not be categorized neatly. There were cases where she acted as an expert and students felt free to make their own decisions about their learning. When she was uncertain or attempted to relinquish control, students often responded by not taking control of their learning.     

Positioning adult educators in discourses of professional development

This article explores the discursive work done by different notions of professional development in adult education. In particular we outline the ways in which the discourses of technical expertise, competence and reflective practice are deployed to mobilise professional practices and identities in particular ways and position certain practices and dispositions as specifically professional. We suggest that these discourses help to shape the negotiations between economies of performance and ecologies of practice within which professionals operate. We argue that much of this work is implicit in the pedagogies and curriculum of programmes for adult educators and that there is a need for detailed empirical research on the pedagogies of professional development and practice in adult education. With moves in Europe to develop professional standards for adult educators we suggest that studying the rhetoric of professional development provides an opportunity to open some existing diverse practices to new forms of scrutiny.     

Capturing the Cultural Olympiad in Scotland: the case for multi-criteria analysis

This article examines the London 2012 Cultural Olympiad through the lens of a devolved Scotland, exploring how the Scottish cultural programmes and projects are being evaluated, and what this approach might offer for the wider UK and international context. Structurally, the article begins with a discussion of the relationship between sporting mega-events and culture, focusing specifically (although not exclusively) on the sport and cultural nexus around the Olympic Games. The discussion then moves to consider conceptual, policy and practice debates around cultural value, examining the extent to which existing research tools and techniques satisfactorily capture the contribution of culture to major events, public and social policy. Methodologically, the article draws on elite interviews with strategic stakeholders directly involved in the design, delivery and evaluation of Scotland's London 2012 Cultural Programme. The authors conclude that, when taken alongside other cultural evaluations conducted nationally and internationally, there is a need to develop a multi-criteria analysis (MCA) that can more effectively capture cultural value around major sporting events in the UK. This study has demonstrated a level of dissatisfaction within the Scottish cultural community about the limitations of existing mechanisms for measuring the value of culture within the mega-event platform. A robust, but nuanced, impact assessment is required because, unlike the UK as a whole, Scotland has a unique opportunity to undertake a longitudinal study assessing the conditions for legacy put in place as a result of the London 2012 Olympic Games for the subsequent 2014 Commonwealth Games in Glasgow. However, further research is required into the efficacy of the MCA for assessing cultural value generally and within the framework of major sports events, in particular.