Refugees and evacuees: enhancing historical understanding through Irish historical fiction with Key Stage 2 and early Key Stage 3 pupils

This article explores the use of historical fiction as a means of undertaking a historical enquiry into the experiences of refugees and evacuees with Key Stage 2 and 3 pupils. The authors reflect on the reasons why people have come to Britain before focussing on specific circumstances associated with World War 2. This is undertaken through the use of two historical fiction novels set in Ireland. The choice of an Irish context is intended to challenge Anglo centric notions of the past. The authors also examine differing opinions over the validity of the place of historical fiction in history lessons and make a strong case for its inclusion. Specific teaching and learning approaches, together with teacher and pupil responses are considered. The novels chosen focus on an Irish dimension which also reflects the authors' work with the Ireland in Schools Project.     

Transitions into Higher Education: Gendered implications for academic self-concept

This paper examines the degree and nature of universities’ interaction with their communities from the perspectives of individual academics. It considers whether academic values and practice tend toward a ‘detached’ or ‘universalist’ perspective in which location is largely redundant and any perceived ‘community’ has a global character, or whether values and practice in fact indicate a significant perhaps substantial degree of community engagement at a local, regional or national level. We explore interaction with the community which takes a broadly ‘civic’ form, and that which is of more specifically economic relevance. This issue is of great importance at a time when higher education has become a more obvious object of political scrutiny, both in terms of its use of public funds and its more general social and economic purpose. Our findings are based on a postal questionnaire administered to a sample of academics, and a series of follow‐up interviews with a smaller sub‐sample of respondents. We conclude that academics exhibit a strong commitment to engagement and interaction with their communities both in principle and practice; that such interaction often takes place at a variety of geographical levels; and that it is often accomplished under less than propitious circumstances.     

Coaching a high school debate team

Equipment for Stage Production. By Arthur Edwin Krows. New York and London: D. Appleton and Company, 1928. $1.50.

Acting. A Book for the Beginner. By Allen Crafton and Jessica Royer. New York: F. S. Crofts, 1928. $2.25.

The Development of Dramatic Art. By Donald Clive Stuart. New York and London: D. Appleton and Company, 1928. $6.00.

Fallodon Papers. By Viscount Grey of Fallodon, K. G., Boston and New York: Houghton, Mifflin Company, 1926; pp. vi, 167.

Teaching Speech in the Elementary School: A comparative study of speech education in the elementary schools of England and the United States. By Emma Grant Meader. New York: Bureau of Publications, Teachers College, Columbia University, 1928, pp. 129.

Persuasive Speaking. By John A. Mcgee. New York: Charles Scribner's Sons, 1929; pp. x, 300.

Essay Backgrounds for Writing and Speaking. Edited by Anthony P. Blanks. New York: Scribner's, 1929, pp. 378.

Thought and Its Expression. Edited by G. C. Clancy, New York: Harcourt, Brace; 1928, pp. 260.

Further Adventures in Essay Beading: Edited by Thomas Rankin Amos Morris, Melvin Solve, and Carleton “WELLS. New York: Harcourt_? Brace; 1928, pp. 582.

Essays in Liberal Thought. Edited by W. H. Thomas and Stewart Morgan. New York: Harcourt, Brace; 1928, pp. 574.

Models and Values. Edited by “Walter Phillips, William Crane, and Frank R. Byeers. New York: Oxford University Press, pp. 528.

The Little Library of Self‐Starters. By Robert R. Updegraff. Chicago: A. W. Shaw Company, 1929; six volumes, $4.

Practical Speech‐Making: the Extempore Method. By Edwin Du‐Bois Shurter and Charles Almer Marsh, Boston: Houghton Mifflin Company, 1929; pp. vi, 248; $1.60.     

Issues in Setting Motor Performance Standards

Setting motor performance standards has long been a process of interest to physical educators. Theoretical advances in the measurement technology appropriate for standard-setting, however, have occurred only in the last decade. The first portion of this paper is devoted to a discussion of issues in setting standards and a brief review of procedures for standard-setting. In the latter section, gender differences in motor performance are examined and the impact of these differences on standard-setting is considered.