Book reviews

Educational technology research and development -     

Problems in interagency collaboration: Lessons from a project that failed

Several institutions (e.g., child welfare, police, court, health, education, social service) are necessarily involved in the management of child abuse in all communities. The need for better cooperation among them has been acknowledged; inquests into child deaths resulting from abuse have often attributed some blame to faulty communication and/or poor cooperation between the institutions. The Community Child Abuse Team (CCAT) Project was designed by these same institutions in Hamilton, Ontario, to maximize interagency collaboration. The hypothesis, that this "interagency collaboration" model would provide more efficient and effective services to abused children and their families, was never tested. During its 30 months of operation the CCAT program never materialized as planned and funding was terminated. This paper describes selected problems and issues that arose during the struggle to implement the project. The central problematic issue was control. Those responsible for the project lacked the power to insist that the design be adhered to during the initial stage.     

The “learning disabilities” label: An experimental analysis

The “learning disability” label is a relatively new addition to the field of special education and its effects have begun to be investigated. This study examined the differences produced by two categorical labels on students impressions of the “disturbingness” of behavior and their willingness to work with the labeled child. Aggressive behaviors thought to be exhibited by learning disabled youngsters were rated differently from identical behaviors thought to be exhibited by emotionally disturbed children. Implications of this study suggest that the “LD” label may connote a milder form of disability; and that teacher and professional training institutions should consider the deleterious effects labels may convey with regard to expected behaviors.     

Post‐primary Teacher Training in Ireland: principles and patterns

This paper examines recent developments in post‐primary teacher training in Ireland, set against the background of major expansion in the provision of post‐primary schooling. It includes a relatively detailed examination of the consecutive model which is the predominant mode as well as the one with deep historical roots. The efforts which are being made to give the consecutive model a more ‘professional’ emphasis are discussed. Account is taken of the on‐going problems which exist in relation to this model.

The concurrent model for post‐primary teacher trainees evolved during the seventies and affects teachers of specialist subject areas such as physical education, crafts and art. The mode of operation of this pattern is explored and some of its advantages are commented on. The paper is rounded off by a brief note on induction and in‐service training for post‐primary teachers, particularly in so far as these affect pre‐service preparation. The non‐implementation by the Government of the proposed teaching council for Ireland and the recessionary budget context indicate that continued reforms will have to be processed within the existing frameworks.     

The decline in CUNY applications: Who and how come

In the fall of 1976 applications for admission to the City University of New York (CUNY) had dropped sharply. In total number they were down by almost 13,000 from 1974, a drop of approximately 18%. Several hypotheses have been posited for the sharp decline in student applicants to the City University. Analysis of data drawn from the computer printouts of the City University's allocations indicates that the end of open admissions, for example, does not, in and of itself, explain the application drop. Similarly, the change in allocation formulas at CUNY seems not to explain the enrollment decline adequately. Finally, the imposition of tuition, or the perception about tuition, appears by no means the single most important factor in the enrollment drop. This paper attempts to determine the characteristics of the students not applying and to examine the reasons contributing to the sharp enrollment decline.