The Humanities Chart Their Course. Report of the Second Annual Conference held by the Stanford School of Humanities. Stanford University Press. 78 pp. $1.00

EDUCATION: A College Program in Action by the Committee on Plans. Columbia University Press. Preface by Harry James Carman. 171 pp. $2.00.

Diagnostic and Remedial Teaching in Secondary Schools by Glenn Myers Blair. New York: The Macmillan Co. 422 pp. $3.25.

Field Work in College Education by Lynd, Helen Merrell. Sarah Lawrence Publication No. 5, Columbia University Press, New York, 1945, 302 pp. $2.75.

Guiding Youth in the Secondary School by Leslie L. Chisholm American Book Company. 433 pp. $3.25.

Henry Barnard's American Journal of Education by Richard E. Thursfield. The Johns Hopkins Press. 359 pp. $3.00

School Boards in Action, Twenty-fourth Year Book, American Association of School Administrators, Washington, D.C. 413 pp. $2.00.

Elementary Courses in the Humanities. Report of the Third Annual Conference held by the Stanford School of Humanities. Foreword by F. W. Strothmann. Stanford University Press, Stanford University, California. 146 pp. $2.00.

ENGLISH: Learning Our Language by Thomas F. Dunn and Charles A. Ranous. Wm. C. Brown Co., Dubuque, Iowa. 379 pp. $2.50.

HISTORY: The Formative Years of the Catholic University of America by John Tracy Ellis, American Catholic Historical Association, Washington, 407 pp. $3.00.

PSYCHOLOGY: Controlled Eye Movements Versus Practice Exercises in Reading by Frederick Lowell Westover. Contributions to Education No. 91 7. New York: Bureau of Publications, Teachers College, Columbia University. 100 pp. $1.95.

SCIENCE: Atomic Energy in Cosmic and Human Life by George Gamow. University Press, Cambridge, and the Macmillan Company, New York. 159 pp., $3.00.

SOCIAL STUDIES: Conditions of Civilized Living by Robert Ulich. E. P. Dutton and Company, Inc. 244 pp. $3.75.

The Public and Its Problems by John Dewey. Gateway Books, 301 East 18th Street, Chicago 16, Illinois. 219 pp. $2.50.

Problems of Men by John Dewey. Philosophical Library, New York. 418 pp. $5.00.

The Roots of American Loyalty by Merle Curti. Columbia University Press. 256 pp. $3.00.     

Partnership,conflict and gaming

Government policy stresses partnership as a critical organizational form of the future to support the development of schooling. This article uses intergroup conflict and gaming theory to analyse data from one partnership. The views of young people and staff are explored to establish the nature and extent of conflict and its impact on the partnership. Gaming theory is used to investigate the engagement and expectations of organizations in the partnership. The article challenges Government rhetoric that suggests that as experience and trust grow, partnership will overcome the barriers which exist as a legacy from previous more competitive and isolationist cultures, to the benefit of service users. It further suggests that the availability of adequate resources alone, if ever achieved, would not in itself create the conditions for successful partnership. Far more attention is required to be given to the complex range of conditions which might support partnership and increase the possibility that the interests of learners would not be subordinated to those of organizations.     

Adapting the Scoring Matrix: A case study of adapting disciplinary tools for learning centred evaluation

The scoring matrix, a method used to facilitate community participation in collaboratively planning and monitoring development projects in natural resource management, was adapted to promote collaboration and reflection in a course in participatory resource management. The scoring matrix is described and its strengths and weaknesses in relation to key objectives are analysed. The matrix represents an innovative approach to evaluation that may be useful in a variety of fields. The authors argue, too, that the case is an example of how discipline (and profession-) specific tools can be adapted in an educational setting to serve the dual purposes of promoting experiential learning of particular key skills, and of monitoring and evaluating student learning. They suggest that academics in other fields may wish to consider participatory tools like the scoring matrix or adapt the tools of their own disciplines as ways of collaboratively evaluating teaching in their own disciplines/professions.     

Becoming a ‘good coach’

The purpose of this paper was to gain insight into how coaches problematized their coaching practices and the process in which they engaged to become what they perceived to be better coaches using a course based on critical reflective practice. We assumed that constant critical self-reflection would enable coaches to move closer to their individual idea of a ‘good coach.’ Scholars and coaches collaborated to develop course content. The course was built on principles of rational-emotive education. We drew on Foucault's conceptualization of self-constitution or modes of subjectivation and confessional practice and Knaus' approach to teaching for our analytical framework. Thirty-five coaches participated in this study. The data consisted of semistructured interviews, field notes, open-ended questionnaires and focus group. The results are presented per mode of change or transformation. We explored how coaches wanted to transform their coaching practice (ethical substance), how they defined a good coach (mode of subjection), how they worked on change (ethical work) and how they transformed themselves (telos). To gain further insight into this process, we also examined narratives of three coaches as they described why and how they changed. The practice of critical reflection seemed to meet the needs of the coaches involved in the study. They used it to continually examine their behavior and their normalized taken-for-granted beliefs and to transform themselves in the direction of their idea of a ‘good coach.’ Ontological reflection was seen as a tool and a process that requires continual practice.     

全球劳动力开发:定义、概念边界和未来发展

劳动力开发这一术语在教育实践者、政策制定者和学者间的使用频率日益提高。尽管如此,现有研究领域对其意义和未来发展的讨论还非常有限（Giloth,2000;Grubb,1999;Harrison ＆ Weiss,1998）。无论是从理论研究还是实践的角度,特别是考虑到劳动力开发项目可能带来的经济和社会效益,探讨劳动力开发的具体含义都具有非常重要的意义。     

The development of critical being? Reflection and reflexivity in an action learning programme for health promotion practitioners in the Netherlands

Public health is a major focus of government policy worldwide and an expanding area of practice that includes an array of professionals and disciplines. Since the 1980s ‘empowerment’ of individuals and communities to gain greater control over the factors that in?uence their health has become the focus of many national and local policies and practices. In The Netherlands, where the current study is undertaken, empowerment has only recently found its way in the health promotion discourse and a review study found that practitioners feel incapable to transform their current practice in line with the new discourse. Therefore, an action learning programme on empowerment was developed to support practitioners in this process and evaluated using a qualitative case-study approach. In this paper, the process and outcomes of reflection as experienced and described by the practitioners in the action learning programme, are discussed against the background of notions of reflection and reflexivity, critical being and critical pedagogy.