BOOK REVIEWS

COMMUNITY IN CRISIS: THE ELIMINATION OF SEGREGATION FROM A PUBLIC SCHOOL SYSTEM. By James H. Tipton.
THE MEANING OF THE GLORIOUS KORAN. Translated by Mohammed Marmaduke Pickthall.
PUBLIC EDUCATION UNDER CRITICISM.M. Hill. New York: Prentice-Hall, 1954. 414 pages. $6.35. Edited by W. Winfield Scott and Clyde
INQUIRY INTO INQUIRIES: ESSAYS IN SOCIAL THEORY. By Arthur F. Bentley.
POWER OF WORDS. By Stuart Chase in collaboration with Marian T. Chase.
GREAT HUMAN ISSUES OF OUR TJMES. By Harold Benjamin, Kenneth Cooper, Willard Gosh, Clifton L. Hall, Claude Chadwick, James L. Hymes, Jr., Henry H.Hill and William Van Til.
PUBLIC EDUCATION AND ITS CRITICS. New York: The Mac-millan Company, 1954. 170 pp. $2.50. (Kappa Delta Phi Lecture.) By V. T. Thayer.     

The 'energy challenge' in electrical engineering education

Traditionally, the education in electrical engineering is roughly divided into two areas, viz. electronics and telecommunication on the one hand and electrical energy on the other. Though the borders between these two areas have become vague, this division is still clearly observable, in particular when it comes down to the student's perception of these areas as potential fields of study. Electrical energy has an old-fashioned image. Furthermore, over the last decades there has been a shift from laboratory experiments to computer simulations. In this paper a new approach is introduced, which is aimed at raising first-year students' awareness of the potential attractiveness of electrical energy as an area of study. The approach is project-oriented and based on teamwork. Projects are carried out that are aimed at the design, implementation and verification of small total energy systems. The problems involved are related to energy production, system design, energy storage and consumption.     

Global Learning and Education for Sustainable Development

Globalization is a fundamental factor affecting higher education in this century. More than ever before, the processes of globalization are being integrated into a set of social, technological, economic, cultural and ecological factors, so that we are now beginning to accept that we are facing a completely irreversible world‐wide phenomenon. The concept of sustainable development integrates these factors and leads, beside environmental education, to a demand for global learning and education for sustainable development. To get a better understanding of the subject, the decision‐game ‘Prisoner's Dilemma’ focuses on the aspect of the public good.     

Training for reflective expertise: A four-component instructional design model for complex cognitive skills

This article presents a four-component instructional design model for the training of complex cognitive skills. In the analysis phase, the skill is decomposed into a set of recurrent skills that remain consistent over problem situations and a set of nonrecurrent skills that require variable performance over situations. In the design phase, two components relate to the design of practice; they pertain to the conditions under which practice leads either to rule automation during the performance of recurrent skills or to schema acquisition during the performance of nonrecurrent skills. The other two components relate to the design of information presentation; they pertain to the presentation of information that supports the performance of either recurrent or nonrecurrent skills. The basic prediction of the model is that its application leads to “reflective expertise” and increased performance on transfer tasks. Applications of the model that support this prediction are briefly discussed for the training of fault management in process industry, computer programming, and statistical analysis.     

The engineering of engineering education: curriculum development from a designer's point of view

Engineers have a set of powerful tools at their disposal for designing robust and reliable technical systems. In educational design these tools are seldom applied. This paper explores the application of concepts from the systems approach in an educational context. The paradigms of design methodology and systems engineering appear to be suitable for both analysing existing education and designing new curricula.     

What affects learner engagement in flipped learning and what predicts its outcomes?

The current popularity of flipped learning may be attributed to its reported successes in bringing about enhanced learner engagement and positive learning outcomes. This study aims to improve our understanding of flipped learning (FL) outcomes by examining factors of learner engagement, academic capability, and epistemological beliefs. Data were collected and statistically analyzed from 231 undergraduate students enrolled in a general biology or general chemistry course at a Korean university implemented with the FL model. The results indicated that learners’ epistemological beliefs influenced neither pre-class nor in-class engagement, but that academic capability did affect both pre-class and in-class engagement. Only content/learning-related outcomes, not generic competencies or satisfaction, were affected by both academic capability and epistemological beliefs. Both pre-class and in-class engagement levels affected most types of FL outcomes except generic competencies, which were only affected by the extent of in-class engagement. Learners’ affective engagement was not influenced by epistemological beliefs, but directly and indirectly affected FL outcomes via behavioral and cognitive engagement. Theoretical and practical implications are discussed along with recommendations.     

General Works on Mass Communications

Russel B. Nye's The Unembarrassed Muse: The Popular Arts in America (Dial Press, $12.50)

Otto Friedrich's Decline and Fall (Harpor & Row, $10.00)

“The Sociology of Mass Media Communicators,” The Sociological Review Monograph No. 13 (University of Keele, Staffordshire, England, January 1969, $4.60 including air mail costs)

Audio Visual Marketplace: A Multimedia Guide (Bowker, $12.25)

Jerry Della Femina's From Those Wonderful Folks Who Gave You Pearl Harbor (Simon and Schuster, $6.50)     

A systematic review and Bayesian meta-analysis of the development of turn taking in adult–child vocal interactions

Fluent conversation requires temporal organization between conversational exchanges. By performing a systematic review and Bayesian multi-level meta-analysis, we map the trajectory of infants’ turn-taking abilities over the course of early development (0 to 70 months). We synthesize the evidence from 26 studies (78 estimates from 429 unique infants, of which at least 152 are female) reporting response latencies in infant–adult dyadic interactions. The data were collected between 1975 and 2019, exclusively in North America and Europe. Infants took on average circa 1 s to respond, and the evidence of changes in response over time was inconclusive. Infants’ response latencies are related to those of their adult conversational partners: an increase of 1 s in adult response latency (e.g., 400 to 1400 ms) would be related to an increase of over 1 s in infant response latency (from 600 to 1857 ms). These results highlight the dynamic reciprocity involved in the temporal organization of turn-taking. Based on these results, we provide recommendations for future avenues of enquiry: studies should analyze how turn-by-turn exchanges develop on a longitudinal timescale, with rich assessment of infants’ linguistic and social development.