Film—General

INTRODUCTION TO FILM by Robert S. Withers (New York: Barnes & Noble, 1983---$6.95, paper)

OPPORTUNITIES IN FILM by Jan Bone (Available from VGM. Career Horizons, 4255 West Touhy Avenue, Lincolnwood, Illinois 60646-1975 for $5.95 paper or $7.95 hardcover)

CHARLIE CHAPLIN: A BIO-BIBLIOGRAPHY (227 pages, $35.00)

Karen M. Stoddard, SAINTS AND SHREWS: WOMEN AND AGING IN AMERICAN POPULAR FILM (174 pages, $27.95)

THE NEW LATIN AMERICAN CINEMA: AN ANNOTATED BIBLIOGRAPHY (1983---$4.00, paper)

100th number of CINE CUBANO ($7.00)

The American Film Institute has begun (and ended) its Monograph series with four volumes. All are available from University Publications of America (44 North Market Street, Frederick, MD 21701; each is $25.00 in hardcover and $10.00 in paperback)

WOMEN AND FILM: BOTH SIDES OF THE CAMERA by E. Ann Kaplan (New York: Methuen, 1983---$10.95, paper)

ROLLING BREAKS AND OTHER MOVIE BUSINESS by Aljean Harmetz (New York: Alfred A. Knopf, 1983---$14.95)     

Anatomy of a Merger

The 1993 merger between Jordanhill College of Education and the University of Strathclyde is analysed by the Principals of the two institutions. They examine such factors as the nature of the merger itself, the importance of the timing of the proposal, the influence exercised by prior experiences, and the attitude of the key players - Senate, Academic Board, Court and Governors, students, academic and non-academic trade unions, the Funding Council and the Scottish Office Education Department. The authors then proceed to compare their merger with mergers which have occurred in higher education in the Netherlands and in Australia. While there was a major difference, in that there was no government pressure to merge, there were other significant ways in which the process was similar. Many of the lessons learned in those countries apply equally in the UK.     

Jobs and liberal arts graduates: Some critical relationships

Policy deliberations within the university frequently require information useful in shaping discussion and pointing up priorities. Research work among faculty and graduate students often includes data about alumni, students, or staff gathered to answer theoretical questions. This study reports one effort to translate such data into forms useful to the College of Liberal Arts in creating academic policy to meet the altered job market. Organized around the concepts of jobentry, decisions, andchanges in goals, jobs, and majors, the analysis revealed the urgency of the issue, the importance of a satisfaction on the first job, a changing relationship between jobs and majors, the impact of the liberal arts' study on educational aspirations, and the rationale for choices.     

Student Evaluation in Co‐operative Learning: teacher cognitions

Abstract

This paper concerns recognition of the authority of teachers’ personal practical knowledge. An Australian teacher reports on her three‐and‐a‐half‐year collaborative study with a Canadian junior high school teacher. The research follows a line of research on teacher knowledge (Elbaz, 1983; Clandinin, 1986; Connelly & Clandinin, 1988; Clandinin & Connelly, 1995) informed by Dewey's (1938) philosophy of education based on experience. Narrative inquiry (Connelly & Clandinin, 1990) is the methodology guiding the study. A summary of five papers on teacher knowledge emerging from the study is presented. These papers show how the research knowledge is constructed as the researcher and collaborating teacher examine their narratives of experience as a means to articulating their understandings of curriculum and teacher knowledge. This dissertation research argues for recognition of teachers’ personal practical knowledge as knowledge and for recognition of collaborative research as educative for teachers. The implications of this research concern teachers authoring their development and the ways in which teachers’ knowledge is systemically denied.     

Maria Montessori as domestic goddess: iconic early childhood educator and material girl

The concept of domesticity plays out in early childhood educational settings and has a long tradition. Domesticity in its pre-domestic, domestic and post-domestic phases is used here as a site for reconsidering the role of Maria Montessori. The ideas put forward here are intended as a provocation and methodologically the device of constructing an assemblage of materials from various sources is used to enable different ideas to be brought forward. New possibilities emerged through a diffractive approach to this theoretically driven work. The ambiguities Montessori embodied in her life are revisited and by looking at her focus on the materials of ‘practical life’ a way to be intra-activelyengaged with regenerative forces became possible. Repositioning Maria Montessori as ‘domestic goddess’ tangles with contemporary ideas in order to unsettle her image. This analysis draws on new feminist materialist theoryto question what being domestic/ate/d means in terms of being a woman in a femin/ised/ist educational space.