When to Randomize: Lessons From Independent Impact Evaluation of Reading to Learn (RtL) Programme to Improve Literacy and Numeracy in Kenya and Uganda

In East Africa, there is great effort directed toward ensuring that there is learning and value for money invested in universal education policies initiated over the past decade. Kenya and Uganda are two countries that typify this effort. The effort includes the work of research organisations such as Uwezo, which assess learning levels; RTI, which assesses language and early grade reading; and the work of African Population and Health Research Center (APHRC), which looks at schooling patterns of different households. All these studies paint a disappointing picture both for the universal access Education for All policy and the large sums of money that have been devoted to achieve it. The verdict is that too many pupils in schools are not learning and too many poor ones are excluded from universal public access. Uwezo reports that 70% of pupils in Grade 3 cannot do Grade 2 work, and 9% of those completing Primary 8 in Kenya cannot do Grade 2 work. Answers are not easy to find, so borrowing what has worked elsewhere has been attempted. This article presents one effort toward finding what can work to improve learning for pupils in early grades. It is based on the idea of “Reading to Learn” implemented elsewhere and attempted in East Africa by Aga Khan Foundation and independently evaluated by APHRC using randomization methods. Lessons presented highlight the role and complexities of randomization in addressing the educational challenges in East Africa.     

Film Biography

Kenneth L. Geist's Pictures will Talk: The Life and Films of Joseph L. Mankiewicz (New York: Scribner's, 1978---$12.95)

Two new books, one a revision, deal with another important director, Alfred Hitchcock

Donald Spoto's Stanley Kramer: Filmmaker (New York: Putnam, 1978---$12.95)

James Robert Parish, et al., Hollywood Character Actors (New Rochelle, N.Y.: Arlington House, 1978--- $30.00)

Jesse L. Lasky Jr. with Pat Silver, Love Scene: The Story of Lawrence Olivier and Vivien Leigh (New York: Crowell, 1978---$10.95)

Hollywood actress and actor biographies, a round up of recent titles

Danny Peary, ed. Close-Ups: The Movie Star Book--Intimate Profiles of Movie Stars by their Co-Stars, Directors, Screenwriters and Friends (New York: Workman Press, 1978---$8.95 in paper with a hardback also available)     

ImaginOn,The First Twenty‐First Century Public Library Building in the U.S.

This article presents a portrait of ImaginOn, a combined children's library and theater building in Charlotte, NC. Unlike so many modern library buildings intended primarily as warehouses for materials or as civic icons, this structure is designed to encourage visitors to experience the joy to be found in stories of all kinds. The author conveys the excitement of ImaginOn and, using photographs, highlights the principal features of the structure.     

Book reviews

IMPROVING THE QUALITY OF REFERENCE SERVICE FOR GOVERNMENT PUBLICATIONS. McClure, Charles R. and Hernon, Peter. Chicago, IL: American Library Association, 1983, 284 pp., $35.00.

INFORMATION ECONOMICS AND POLICY IN THE UNITED STATES. Rubin, Michael Rogers. Littleton, CO: Libraries Unlimited, Inc., 1983, $35.00.

VIDEOTEX PROJECT REVIEWS II. Widing, Robert E. and Talarzyk, W. Wayne. Dublin, OH: OCLC Online Computer Library Center, Inc., 1983, 115 pp., $6.00.

BILINGUAL EDUCATIONAL PUBLICATIONS IN PRINT 1983; INCLUDING AUDIOVISUAL MATERIALS. New York: R. R. Bowker Company, 1983, $45.00.

LIBRARY AND INFORMATION SERVICES FOR HANDICAPPED INDIVIDUALS, SECOND EDITION. Wright, Keith and Davie, Judith. Littleton, CO: Libraries Unlimited, 1983, 184 pp., $20.00.

MAGAZINES FOR CHILDREN: A GUIDE FOR PARENTS, TEACHERS, AND LIBRARIANS. Richardson, Selma K. Chicago, IL: American Library Association, 1983, 147 pp., $12.50 paper.

DICTIONARIES FOR CHILDREN AND YOUNG ADULTS. Prepared by the Reference Books Bulletin Editorial Board, American Library Association. Chicago, IL: American Library Association, 1983, 38 pp., $1.95.

BACK TO BOOKS: 200 LIBRARY ACTIVITIES TO ENCOURAGE READING. Marshall, Karen K. McFarland, 1983, 138 pp., $12.95.

UNION CATALOGUES OF SERIALS: GUIDELINES FOR CREATION AND MAINTENANCE, WITH RECOMMENDED STANDARDS FOR BIBLIOGRAPHIC AND HOLDINGS CONTROL. Whiffen, Jean. New York: The Haworth Press, 1983, 138 pp., $14.95.

THE ALA GLOSSARY OF LIBRARY AND INFORMATION SCIENCE. Edited by Young, Heartsill. Chicago, 1L: American Library Association, 1983, 261 pp., $50.00.

THE CRIMINAL JUSTICE DICTIONARY, SECOND EDITION, REVISED. Edited by Beckman, Erik. Ann Arbor, MI: Pierian Press, 1983, 247 pp., $22.95; $16.95 paper.

GUIDE TO RESEARCH ON NORTH AMERICAN INDIANS. Hirschfelder, Arlene B.; Byler, Mary Gloyne; and Dorris, Michael A. Chicago, IL: American Library Association, 1983, 330 pp., $75.00.

ANNIVERSARIES AND HOLIDAYS. Gregory, Ruth. Chicago, IL: American Library Association, 1983, 262 pp., $20.00.     

Students' Visualization of Metallic Bonding and the Malleability of Metals

This study investigated the mental representations of metallic bonding and the malleability of metals held by three male students aged 14–15 (Year 10) who were attending a Hong Kong school. One student was selected by their chemistry teacher as representing each of the highest, the medium, and the lowest level of attainment in chemistry in a school that admitted students of average general attainment. The students were interviewed and their understandings probed through their provision of drawings and their interpretation of the diagrams that had been previously used by their teacher. Dual coding theory was used to interpret the relative significance of visual and verbal input and the interaction between the two for their understanding. There was evidence that students relied on verbal recall in providing their initial understandings and showed an appreciation of the nature of the structural components of the electron-sea model of metallic bonding. However, they varied in terms of their appreciation of the electrostatic force which was responsible for the malleability of metals. The study suggests that a clearer understanding of the electrostatic force involved can be attained when students experience visual and verbal representations simultaneously, a conclusion supported by dual coding theory. Principles for good practice in using diagrams in teaching are discussed.     

Conceptions of first‐year university students of the constituents of matter and the notions of acids and bases

Preconceptions of first‐year university students of the constituents of matter and the notions of acids and bases were investigated on a total of 400 students. The procedure used consisted of free interviews, semi‐structured interviews and questionnaires.

It was found that the constituents of matter were well known to students, but that interactions between these constituents were either totally unknown or were the subject of severe misconceptions. The students’ knowledge tended to be qualitative and formal, with a worrying lack of connection with everyday life.     

Understanding the effects of training programs for vulnerable adults on social inclusion as part of continuing education

According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training programs considered as adult and continuing education which enhance social inclusion for vulnerable adults and their life environment. The results indicate that after following the training programs as part of continuing learning, the participants show a significant increase in activation and internalisation as well as participation and connection (as processes of social inclusion). Moreover, non-parametric correlation analysis and logistical regression analysis shows that the training design feature transfer possibilities is significantly related to the increase of almost all social inclusion variables. Besides this direct surroundings and learning contents and activities only significantly relates to the increase of social inclusion variables of activation and internalisation and care to the social inclusion variables of participation and connection.     

Medication Adherence in Older Adults: A Qualitative Study

To effectively address medication adherence and improve cardiovascular health among older adults, a deeper understanding is needed of the barriers that this age group faces and of approaches that would be most effective and feasible for improving adherence. We conducted a focus group study (n = 25) in a diverse population of older adults with hypertension recruited from the Cohort Study of Medication Adherence in Older Adults (CoSMO). A structured guide was used to collect feedback on barriers to adherence and acceptability and the feasibility of intervention strategies. The final coding framework outlines factors at the individual, relationship, health care system, and environmental or policy level that affect adherence in older adults. These include memory, knowledge, attitudes and beliefs, side effects, social support, interaction with healthcare providers, and cost and convenience of medication filling. Patient responses highlighted the varied nature of barriers and the need for interventions that are both multifaceted and tailored.