Print Media

Bernard M. Fry and Herbert S. White's Publishers and Libraries: A Study of Scholarly and Research Journals (Lexington, Mass.: Lexington Books/D.C. Heath, 1976—price not given, but about $15.00)

Karl I.R. Arndt and May E. Olsen's The German Language Press of the Americas, Volume I: History and Bibliography 1732-1968, United States of America (Munich: Verlag Dokumentation [New York: Unipub] , 1976—DM 148, or $52.00)

The Reader's Advisor: A Layman's Guide to Literature, 12th Edition (New York: R.R. Bowker, 1977—three volumes for $69.95 per set, or $25.00 per volume if purchased separately)

Donald McQuade and Robert Atwan (eds.) Popular Writing in America: The Interaction of Style and Audience, Shorter, Alternate Edition (New York: Oxford University Press, 1977—$5.00, paper)     

Choosing a Model. Reflecting on the Development Process of Te Whariki: National Early Childhood Curriculum Guidelines in New Zealand∗

This paper reflects on the process of developing national curriculum guidelines for early childhood from the experience in New Zealand. Developing national curriculum guidelines in New Zealand during 1992 involved accessing current knowledge of child development, of learning, and of international early childhood practice. The development also involved complex interconnections between the nature of early childhood in New Zealand and its history (the setting), the opinions, ideas, and practice of current practitioners (the consultation), and decisions about which framework should be constructed (the model). The latter three aspects of the curriculum development process are the subject of this paper. Four possible models are briefly outlined, and then the New Zealand model is described.

     

Teaching and Learning in a University Classroom: A Norwegian Case Study on Students' Perspectives

This article focuses on student activity and how students experience learning. A teaching programme was both led and researched by the one teacher. The article describes a master's level teaching programme and presents the data collection strategies used by the teacher‐researcher and presents learning viewed from the students' perspective. The teaching and researching processes are carried out in the framework of socio‐cultural theory. In Vygotsky's and Bakhtin's theories, as part of the socio‐cultural tradition, language and dialogue are viewed as decisive factors in learning and understanding, and hence in the researched teaching programme.     

The Internal/External Frame of Reference in Adolescents′ Math and Verbal Self-Concepts: A Generalization Study

This study examined the generalizability of the internal/external (I/E) frame of reference model which has been applied primarily to Australian and Canadian students. The external part of the model concerns the influence of social comparisions on the formation of math and verbal self-concepts. The internal part is when one infers one′s ability in an area (e.g., math) by comparing one′s performance in that area with one′s performance in another area (e.g., verbal). We examined whether this model was generalizable to American adolescents, across different measures of math and verbal self-concepts, and across gender. Subjects were 152 seventh and eighth graders. LISREL causal modeling and multi-sample analyses were employed. All but one of our findings were consistent with the I/E model. While higher verbal achievement made a significant contribution to lower math self-concept, higher math achievement did not make a significant contribution to lower verbal self-concept. Findings held across different self-concept instruments and across gender.     

Careers in the environment in Australia: surveying environmental jobs

Internationally, commentators have identified a growing demand for environmental expertise. Matching this has been an expansion in the range of environmental careers available to workers: from environment protection and bio‐physical areas, to local government operations, environmental auditing, assessment, and management. However, in Australia there is no overall picture of the types of jobs graduates in this sector have undertaken, which has limited the advice that can be given about environmental careers. To redress this situation a survey was conducted with 600 respondents working in the environment professions in Australia. The results identified a wide range of professional areas; these are grouped into 12 subcategories for three main environmental employment sectors: Environmental protection (19% of respondents), Conservation and preservation of natural resources (26%), Environmental Sustainability (55%). Respondents mainly had a bachelor‐level degree; however, a substantial proportion had an honours degree or postgraduate qualification. Respondents strongly recommended undertaking work experience to acquire key general skills that they identified as important for working in the environment sector. A related suggestion was for tertiary environmental courses to have a practical focus that produces ‘work‐ready’ students. Comparison with the situations in the UK, Canada and the USA and are also offered regarding the results and trends, and suggestions for further research.     

Communities of development: A new model for R&;D work

This article provides the reader with insight into what research and development (R&D) work specifically entails. The various stages in development processes are described from the research question and analyses that have current practice as the point of departure to consolidation and new practice based on the testing of concrete teaching programs. This article also illuminates the “R” in R&D work. A thorough review is given of how the development processes can be explored by having a meta-perspective on concrete practice. A number of models have been developed to visualize development and research. We introduce our own R&D model in the article which is a very accessible way of presenting the various processes within the stages and levels of R&D work. The article ends by pointing out the importance that focused research questions have for R&D work and how the model can be a tool for researchers cooperating with teachers in communities of development.