Production and Design Guides

Herbert Zettl's Television Production Handbook (Belmont, Calif. Wadsworth, 1976---$13.95)

Ira Schneider and BerytKorot (eds.) Video Art: An Anthology (New York: Harcourt Brace Jovanovich, 1976---$19.95/9.95)

Kenneth B. Knecht's Designing and Maintaining the CATV and Small TV Studio (Blue Ridge Summit, Pa.: TAB Books, 1976---$12.95)

Donald W. Miles' Broadcast News Handbook (Indianapolis: Howard W. Sams & Co., 1975---price not given, paper)

V. White's Designing for Magazines (New York: R.R. Bowker, 1976---$16.95)

John Borwick's Sound Recording Practice: A Handbook Compiled by the Association of Professional Recording Studios (London and New York: Oxford University Press, 1976---L16.00 or $32.25, depending which side of the Atlantic you are on)

John M. Woram's The Recording Studio Handbook (Sagamore Publishing Co., 1120 Old Country Road, Plainview, N.Y. 11803, 1976---$35.00)

James W. Brown, Richard B. Lewis, and Fred F. Marcieroad's A V Instruction: Technology, Media and Methods (New York: McGraw-Hill, 1977---$15.95)

Brown and Lewis' A V Instructional Technology Manual for Independent Study (New York: McGraw-Hill, 1977---$7.95, paper)

Patrick S. Finnegan's Broadcast Engineering and Maintenance Handbook (Blue Ridge Summit, Pa.: TAB Books, 1976---$19.95)     

A new world order? Finding a local place for educational leadership

ABSTRACT

In this critical essay, I ask how educational researchers will move beyond repeating critiques of neoliberalism and learn how to address on-the-ground events that disrupt neoliberal policies and practices. By deconstructing neoliberalism, I hope to challenge its fixed and almost transcendent status, and to offer curricular and pedagogical ways of knowing based on Dewey's philosophy of experience and social relations.     

The Choice Architecture of School Choice Websites

Abstract

We conducted a randomized factorial experiment to determine how displaying school information to parents in different ways affects what schools they choose for their children in a hypothetical school district. In a sample of 3,500 low-income parents of school-aged children, a small design manipulation, such as changing the default order in which schools were presented, induced meaningful changes in the types of schools selected. Other design choices such as using icons to represent data, instead of graphs or just numbers, or presenting concise summaries instead of detailed displays, also led parents to choose schools with higher academic performance. We also examined effects on parents’ understanding of the information and their self-reported satisfaction and ease of use. In some cases, there were trade-offs. For example, representing data using only numbers maximized understanding, but adding graphs maximized satisfaction at the expense of understanding.     

Effects of Montessori Education on the Academic,Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System

Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; M_age = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; M_age = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.     

The Promise of University-Assisted Community Schools to Transform American Schooling: A Report From the Field, 1985–2012

This article explores the university-assisted community school approach as it has been developed at the University of Pennsylvania with its school and community partners in West Philadelphia since 1985, as well as adapted nationally. The approach is grounded in John Dewey's theory that the neighborhood school can function as the core neighborhood institution that provides comprehensive services, galvanizes other community institutions and groups, and helps solve the myriad problems schools and community confront in a rapidly changing world. Building on Dewey's ideas, the authors argue that all colleges and universities should make solving the problem of the American schooling system a very high institutional priority; their contributions to its solution should count heavily both in assessing their institutional performance (by themselves and others) and be a critical factor when responding to their requests for renewed or increased resources and financial support. Providing concrete examples from over 20 years of work in West Philadelphia, as well as from initiatives across the country, this article explores the potential of developing university-assisted community schools as an effective approach for school reform, pre-Kindergarten through higher education.     

Effects of Physical Eduction Taught by a Specialist on Physical Fitness and Self-Image

Abstract

The AAHPER youth fitness test and Gordon's “How I See Myself” scale were administered to 75 grade 7 students. The subjects were divided into those with elementary school physical education provided by a specialist (N=46) and those from schools with no such specialist (N=29).

Those subjects who were taught by a specialist participated in experiences in rhythmic activities, group games, tumbling and gymnastics activities, and other individual and dual activities each week. The atmosphere was free from threat, providing opportunities for each child to experience a degree of success and yet be challenged further each day.

Results indicated that the subjects with the experience of working with a physical education specialist performed at a higher level and were more able to assess themselves accurately than were those subjects who had not worked with a physical education specialist in the elementary school.     

Conceptualisations of multicultural education among teachers: Implications for practice in universities and schools

This study examined teachers' conceptualisations of multicultural education (MCE) within the setting of a laboratory school affiliated with a university campus in south eastern USA. This unique setting provided the researchers with an opportunity to study multiculturalism as a whole-school construct and in terms of how universities teach multicultural education. The analysis of data collected from a school-wide survey and group interviews with teachers revealed a) the importance of how language is used in teachers' conceptualisations of MCE, b) patterns of congruence and divergence in these conceptualisations and c) the implications of these conceptualisations for the teaching of MCE in universities and its implementation as school-wide practice.