Film Production

MASTERS OF LIGHT: CONVERSATIONS WITH CONTEMPORARY CINEMATOGRAPHERS edited by Dennis Schaefer and Larry Salvato (Berkeley: University of California Press, 1984---$27.50 hardcover)     

The relationship of individualism–collectivism and self-construals to communication styles in India and the United States

This study investigated the high-/low-context communication construct in terms of individualistic and collectivist values and self-construals. European American students studying in the United States and Indian students studying in India rated 80 communication statements, 29 self-construal statements and 34 value (individualism/collectivism) statements to examine cultural differences in each construct. As expected, Indians rated themselves as more collectivistic, having more interdependent self-construals, and preferring silence and indirect communication than Americans. Contrary to prior theorization, Indians also rated themselves as more dramatic and more individualistic. Several other expected differences were not apparent in this study. These findings show complex subtleties that defy simple definition by the common rubrics or generalizations of individualism/collectivism, self-construal, or high- and low-context behaviors.     

Credentialling competency based education and training: a review of the literature

This paper summarises the results of a literature review conducted in late 1993 on issues related to the credentialling of competency based education and training. The credentialling review focused on seven major issues: describing the minimum requirments for a qualification; distinguishing different qualification levels; issuing statements and qualifications gained by the recognition of prior learning; using short courses to build a qualification; recording the results of competency based assessments; responsibility for keeping the records of individual achievement; and, whether the exact competencies held should be recorded on a qualification. The recent (1993) move by the National Training Board to abandon any general criteria for the determination of qualification levels and to rely solely on the advice of the relevant Competency Standards Body when determining the level of a qualification emerges as a significant development in Australian credentialling. This abandonment of general criteria,which mirrors a development in theUK system, may yet undermine the goal of achieving a more rational qualifications system in Australia. It was clear from the review that the issues and trends in the accreditation of competency based education and training in Australia, and the problems encountered, have broad parallels in the UK experience. It was also clear that much of the story is yet to unravel, and that many issues remain unresolved.     

Speaking and listening across the primary curriculum: an entry to improved learning and a focus for CPD

This paper reports on the initial stage of an exploratory project based in six primary schools in Newcastle upon Tyne (UK) – and on plans for its extension. The potential value of the project as a curricular initiative is set out, from both practical and research perspectives. Its framing as a vehicle for the continuous professional development (CPD) of the teachers involved is also outlined. The first phase of the project itself is then described in some detail and its results discussed. Outcomes are also identified in order to provide pointers to the continuation stage. Finally, the value of the CPD model adopted is discussed, with particular regard to the choice of the present specific curricular focus.     

MUSICAL PREFERENCES OF OLDER PEOPLE ATTENDING NUTRITION SITES

The purpose of this study was to determine the possible relationship between a subject's musical style preference and other variables: religious preference, age, sex, marital status, health, education, previous musical experience, and residence category. One hundred four persons aged 55 and older were seen at area nutrition centers. A questionnaire and musical preference test were administered to each subject. The latter consisted of 28 pairs of musical excerpts. Eight styles of music were included, distributed equally between vocal and instrumental examples. Each style was paired with every other style. Respondents were asked to state a preference for one of the two excerpts of each pair. Educational level and past musical experience most influenced choice of style, although there was some relationship between musical preferences and the majority of the other variables under consideration.     

Silent Films and Strange Stories: Theory of Mind,Gender, and Social Experiences in Middle Childhood

In this study of two hundred and thirty 8‐ to 13‐year‐olds, a new “Silent Films” task is introduced, designed to address the dearth of research on theory of mind in older children by providing a film‐based analogue of F. G. E. Happé's (1994) Strange Stories task. Confirmatory factor analysis showed that all items from both tasks loaded onto a single theory‐of‐mind latent factor. With effects of verbal ability and family affluence controlled, theory‐of‐mind latent factor scores increased significantly with age, indicating that mentalizing skills continue to develop through middle childhood. Girls outperformed boys on the theory‐of‐mind latent factor, and the correlates of individual differences in theory of mind were gender specific: Low scores were related to loneliness in girls and to peer rejection in boys.     

Structural Communications: An Instructional Strategy for the Language Arts

The ranking of the United States in major international tests such as the Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) is used as the driving force and rationale for the current educational reforms in the United States. Through current reforms, the United States is preparing to “race to the top” of the international rankings. However, using international test results as the ultimate indicator of a country's educational achievement might not be an appropriate measure. Additionally, replicating some aspects of high-achieving countries’ education systems or standards may not guarantee success for U.S. public schools. In this article, four reasons are presented explaining why there is no guaranteed success in comparing the United States to other countries’ educational standards and to their achievement in international tests. In order to successfully implement reforms in U.S. public schools, educational leaders and reformers should carefully consider the four points discussed in this article and use tests to inform their reforms, rather than to create uniformity.