THE NEED FOR “RULE” ETHICS AND THE PRACTICE OF VIRTUE

Studies on moral development done by some men, such as Kohlberg, have done a disservice to women. When considering the approaches to ethical decisions, such studies have not always considered the experience of women. There are differences between men and women re‐, garding their ideas of good and evil, sin, rights and relationships, and the establishment of priorities. These differences influence the route that men and women take to reach ethical decisions. Even if men and women reach the same conclusions, gender differences affect the approaches used to reach them. Nevertheless, both genders are capable of making sound moral decisions.     

The Effects of Preschool Education: Some American and British Evidence

ABSTRACT

Tensions between schools and the outside world have often arisen out of the lack of contiguity between the aims of child‐centred education and the demands of society on education. Technology now offers the opportunity for neutralising these tensions; it is argued that technology confers on individuals more autonomy and reduces the power of the large organisation by exposing the weaknesses inherent in its structure; as society becomes more individual‐centred the logic of child‐centred education will become more clearly apparent. Yet education in its perception of the effects of technological change is short‐sighted and its response is marked by a kind of stereotypy. Some reasons for education's difficulties in understanding the effects of technological change are advanced while some developments in schools are identified as positive reflections of technologically‐induced change. It is suggested that recognition and understanding of the processes underlying these developments is necessary if we are to promote the benefits to be derived from the new changes.     

The Doctorate in Counselor Education

The doctorate in Counselor Education and Supervision is the terminal degree in the field of counselor education within the U.S. The authors surveyed CACREP-accredited doctoral programs to assess department characteristics, clinical experience and credentials, research experience, and the admission, retention, and evaluation of students. Results indicated that the PhD was a preferable degree to other degree offerings. Programs were found to be diverse in their policies and procedures relating to admissions and retention, time to complete the program, and student expectations. International students and faculty representation was found to be sparse in CACREP-doctoral programs. Implications for future research and practice are offered.     

Periodicals

SELECTED PAPERS OF EMIL FROESCHELS 1940–1964. Introduction by H. Beebe. Amsterdam: North‐Holland, 1964; pp. x+232. Paper $5.60.

CHILDHOOD APHASIA AND BRAIN DAMAGE: A DEFINITION. Edited by Sheldon R. Rappaport. Narberth, Pa.: Livingston, 1965; pp. 128. Paper $3.00.

CHILDHOOD APHASIA AND BRAIN DAMAGE: DIFFERENTIAL DIAGNOSIS. Edited by Sheldon R. Rappaport. Narberth, Pa.: Livingston, 1965; pp. 164. Paper $3.00.

THE EXPERIMENTAL INVESTIGATION OF MEANING. By Marjorie B. Creelman. New York: Springer, 1966; pp. xi+219+unpaged Indexes. $6.75.

HUMAN MOTIVATION: A SYMPOSIUM. 1965. Edited by Marshall R. Jones. Lincoln: University of Nebraska Press, 1965; pp. vii+87. $4.25.

NEBRASKA SYMPOSIUM ON MOTIVATION: 1965. Edited by David Levine. Lincoln: University of Nebraska Press, 1965; pp. xi+344. S5.50; paper $2.50.

THE PRONUNCIATION OF ENGLISH. By Daniel Jones. (Fourth edition, revised and enlarged.) New York: Cambridge University Press, 1966; pp. xxiv+223. Paper $1.95.

RULES OF PRONUNCIATION FOR THE ENGLISH LANGUAGE. By Axel Wijk. New York: Oxford University Press, 1966; pp. 160. Paper 8/6.

THE COLLOQUIAL STYLE IN AMERICA. By Richard Bridgman. New York: Oxford University Press, 1966; pp. vii+254. $6.50.

CRITICAL DIMENSIONS: THE ART OF PUBLIC ADDRESS CRITICISM. By Anthony Hillbruner. Random House, 1966; pp. 180. Paper $1.95.

WILLIAM PENN, THE POLITICIAN: HIS RELATIONS WITH THE ENGLISH GOVERNMENT. By Joseph E. Illick. Ithaca, N. Y.: Cornell University Press, 1965; pp. x+267. $5.75.

ADAMS AND JEFFERSON: THE STORY OF A FRIENDSHIP. By John Murray Allison. Norman: University of Oklahoma Press, 1966; pp. xii+349. $4.95.

PROHIBITION AND POLITICS: TURBULENT DECADES IN TENNESSEE, 1885–1920. By Paul E. Isaac. Knoxville: University of Tennessee Press, 1965; pp. xi+301. $6.00.

GEORGE W. NORRIS: GENTLE KNIGHT OF AMERICAN DEMOCRACY. By Norman L. Zucker. Urbana: University of Illinois Press, 1966; pp. x+186. $5.00.

THE IRISH AND IRISH POLITICIANS. By Edward M. Levine. Notre Dame, Ind.: University of Notre Dame Press, 1966; pp. xi+241. $6.00.

THE PAPERS OF WOODROW WILSON, Vol. I: 1856–1880. Edited by Arthur S. Link. Foreword by Raymond B. Fosdick. Princeton, N. J.: Princeton University Press, 1966; pp. xxviii+715. $15.00.

THE POLITICAL THOUGHT OF WOOD‐ROW WILSON. Edited by E. David Cronon. Indianapolis: Bobbs‐Merrill, 1965; pp. xcv+ 559. Paper $3.45.

DIONYSUS: MYTH AND CULT. By Walter F. Otto. Translated with an Introduction by Robert B. Palmer. Bloomington: Indiana University Press, 1965; pp. xxi+243. $6.50.

SOCRATES AND ARISTOPHANES. By Leo Strauss. New York: Basic Books, 1966; pp. 320+Index. $8.50.

TO CRITICIZE THE CRITIC. By T. S. Eliot. New York: Farrar, Straus &; Giroux, 1965; pp. 189. $4.95.

THE CHOICES OF CRITICISM. By William Chace Greene. Cambridge, Mass.: M.I.T. Press, 1965; pp. vi+207. $7.50.

THE DYSKOLOS OF MENANDER. Edited by E. W. Handley. Cambridge, Mass.: Harvard University Press, 1965; pp. x+323. $10.00.

THE PLAY CALLED CORPUS CHRISTI. By V. A. Kolve. Stanford, Calif.: Stanford University Press, 1966; pp. viii+337. $8.50.

THE SHAKESPEARE INSET: WORD AND PICTURE. By Francis Berry. New York: Theatre Arts Books, 1965; pp. x+173. $5.75.

ESSAYS ON SHAKESPEARE. Edited by Gerald W. Chapman. Princeton, N. J.: Princeton University Press, 1966; pp. viii+176. $5.00.

ESSAYS ON SHAKESPEARE. Edited by Gordon Ross Smith. University Park: Pennsylvania State University Press, 1965; pp. 249. $6.00.

DUALITIES IN SHAKESPEARE. By Marion Bodwell Smith. University of Toronto Press, 1966; pp. vi+252. $6.50.

SHAKESPEARE: TIME AND CONSCIENCE. By Grigori Kozinstev. Translated by Joyce Vining. New York: Hill &; Wang, 1966; pp. 276. $5.95.

KING LEAR IN OUR TIME. By Maynard Mack. Berkeley: University of California Press, 1965; pp. viii+117+unpaged Index. $3.75.

METHOD AND MEANING IN JONSON'S MASQUES. By John C. Meagher. Notre Dame, Ind.: University of Notre Dame Press, 1966; pp. vii+214. $6.50.

THE IRISH STAGE IN THE COUNTY TOWNS, 1720–1800. By William Smith Clark. New York: Oxford University Press, 1965; pp. xii+405. $11.20.

JAMES BRIDIE: CLOWN AND PHILOSOPHER. By Helen L. Luyben. Philadelphia: University of Pennsylvania Press, 1965; pp. 180. $5.00.

BEHIND SPANISH AMERICAN FOOTLIGHTS. By Willis Knapp Jones. Austin: University of Texas Press, 1966; pp. xvi+609. $9–50.

FOLK THEATRE OF INDIA. By Balwant Gargi. Foreword by Millard B. Rogers. Seattle: University of Washington Press, 1966; pp. x+217. $8.95.

JODISCHES THEATER IN NAZIDEUTSCH‐LAND. By Herbert Freeden. Tubingen, Germany: J. C. B. Mohr, 1964; pp. x+184. $6.25.

MODERN TRAGICOMEDY: AN INVESTIGATION INTO THE NATURE OF THE GENRE. By Karl S. Guthke. New York: Random House, 1966; pp. xv+205. Paper $1.95.

MODERN TRAGEDY. By Raymond Williams. Stanford, Calif.: Stanford University Press, 1966; pp. 208. $5.50.

THE SERPENT'S EYE: SHAW AND THE CINEMA. By Donald P. Costello. Foreword by Cecil Lewis. Notre Dame, Ind.: University of Notre Dame Press, 1965; pp. xxi+2og. $6.50.

THE JAPANESE MOVIE: AN ILLUSTRATED HISTORY. By Donald Richie. Preface by Teinosuke Kinugasa. Rutland, Vt.: Japan Publications Trading Co., 1956; pp. 200. $11.00.

PERFORMING ARTS—THE ECONOMIC DILEMMA. By William J. Baumol and William G. Bowen. New York: The Twentieth Century Fund, 1966; pp. xvi+582. $7.50.     

From silos to solutions: How one district is building a culture of collaboration and learning between school principals and central office leaders

Large urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data-informed change in one large school district in the southern United States.