Publishing and Mass Communications

John P. Dessauer's Book Publishing: What it Is What it Does (New York: R.R. Bowker Co., 1974—$11.95)

Charles A. Madison's Irving to Irving: Author-Publisher Relations 1800-1974 (New York: R.R. Bowker, 1974– $19.95).

The American Film Institute Guide to College Courses in Film and Television (Washington, D.C.: Acropolis Books, 1975—$6.95, paper)

Bert Cowlan and Dennis Foote's A Case Study of the ATS-6 Health Education and Telecommunications Projects (Washington: Office of Education and Human Resources, Bureau for Technical Assistance, Agency for International Development, 1975—no cost given, paper).

Charles S. Steinberg's The Creation of Consent: Public Relations in Practice (New York: Hastings House, 1975—$13.50/6.95).

Maxwell Sackheim's My First 65 Years in Advertising (Blue Ridge Summit, Pa.: TAB Books, 1975—$9.95/5.95).

Sherman Briscoe's Black Press Information Handbook: 1974-75 (National Newspaper Publishers Association, 770 National Press Building, Washington D.C. 20004—$5.00, paper)     

MATHEMATICS IN COMMUNITY COLLEGES

The research reported in this article used regression analyses to examine the factors explaining the variation in instructional costs per full‐time equivalent (FTE) student at 592 public community colleges during the 1991‐92 academic year. The results suggests that instructional costs per FTE student tend to increase with the full‐time faculty‐to‐FTE student ratio, the part‐time faculty‐to‐FTE student ratio, faculty salaries, and the ratio of degree completions to total FTE enrollment in agricultural, skilled trade, and health‐related programs. Community colleges with total FTE enrollments between 1,000 and 1,499, between 2,000 and 2,499, and between 4,000 and 4,499 students tend to have lower instructional costs per FTE student than community colleges having total FTE enrollment less than 500 students.     

Interpretations of formative assessment in the teaching of English at two Chinese universities: a sociocultural perspective

Formative assessment is increasingly being implemented through policy initiatives in Chinese educational contexts. As an approach to assessment, formative assessment derives many of its key principles from Western contexts, notably through the work of scholars in the UK, the USA and Australia. The question for this paper is the ways that formative assessment has been interpreted in the teaching of College English in Chinese Higher Education. The paper reports on a research study that utilised a sociocultural perspective on learning and assessment to analyse how two Chinese universities – an urban-based Key University and a regional-based Non-Key University – interpreted and enacted a China Ministry of Education policy on formative assessment in College English teaching. Of particular interest for the research were the ways in which the sociocultural conditions of the Chinese context mediated understanding of Western principles and led to their adaptation. The findings from the two universities identified some consistency in localised interpretations of formative assessment which included emphases on process and student participation. The differences related to the specific sociocultural conditions contextualising each university including geographical location, socioeconomic status, and teacher and student roles, expectations and beliefs about English. The findings illustrate the sociocultural tensions in interpreting, adapting and enacting formative assessment in Chinese College English classes and the consequent challenges to and questions about retaining the spirit of formative assessment as it was originally conceptualised.     

Educators’ responses to policy concerns about the gender balance of the teaching profession in Scotland

Concepts of gender equity are changing and the necessity of actively developing a fairer gender balance is now enshrined in the Gender Equality Legislation implemented in 2007 that required public bodies to positively promote equality. This study examines, from the perspectives of educators, their understandings of gendered inequalities in teaching and the issues that they raise for the profession. Overall, respondents did not see the numerical domination of women as a problem but instead they saw the benefits of maintaining the diversity of the teaching profession, since all pupils could benefit from the range of interests and attributes offered by both women and men. Respondents were both embracing and disputing popular discourses about the gender balance in teaching but argued strongly that there should be no discriminatory barriers to the profession. It is concluded that a policy approach to gender equality should address the material and social disadvantage experienced by those working in female‐dominated professions like teaching and this would ensure people would be enabled to exercise gendered preferences without penalties or unfair advantages in income or status.     

Revisiting educational equity and quality in China through Confucianism, policy, research, and practice

The promotion of educational equity and improvement of educational quality in China are contextualised in tenets of Confucianism and policy directives, inspiring educational research and practice. In this paper, we first explore the historical and cultural roots of educational equity and quality through Confucianism and elaborate on the current policy priority that aims to address educational equity and quality. We then present an overview of research on equity and quality in Chinese education. Informed by Confucianism, policy, and research, we pose a framework to structure our investigation and analysis of three illustrative examples, namely the Special Post Teacher Plan, amalgamation of rural schools, and schooling of floating children. Drawing insights from Confucianism, policy, research, and practice, we conclude that the promotion of educational equity through high quality provision of education for disadvantaged groups can help to narrow the gap in educational quality currently existing in China.     

南非国家高中数学课程与评价标准评介

2012年1月,南非颁布新的高中数学课程标准,较之与以往的南非课程标准相比,新的高中课程标准最为突出的变化体现在对学生评价的重视。在该课程标准中,除对课程颁布的背景、课程目标、课时分配、课程内容有详细介绍之外,还重点强调了对学生学习成就评价的标准。介绍南非高中数学课程标准及其特点,以期为中国高中数学课程改革提供借鉴。     

APPLICATIONS OF TECHNOLOGY IN COMMUNITY COLLEGES

This article discusses community college involvement in a key welfare-to-work training program, the Jobs Opportunities and Basic Skills Training Program (JOBS), as a mirror to reflect on the larger issue of how federal and state workforce policy impacts publicly-controlled institutions of higher education. A qualitative assessment of JOBS programs at community colleges framed discussion regarding the challenges community colleges face as they attempt to preserve these programs within an era of devolved responsibility for welfare-to-work funding from the federal government to the states.