Student teachers' subject matter knowledge within the domain of area measurement

This paper describes a research project whose major aim was to evaluate first-year teacher education students' understanding of subject matter knowledge in the domain of area measurement. In contrast to many previous approaches to evaluating teacher education students' subject matter knowledge, the approach adopted in this study not only focused on the student teachers' substantive knowledge but also on their knowledge about the nature and discourse of mathematics, their knowledge about mathematics in society and their dispositions towards mathematics. To this end, each student was clinically interviewed whilst engaged on a set of eight tasks that were developed for the study. The development of the tasks was a major component of the study and this is described in detail. The results of the tasks are given and the paper concludes with a discussion of the findings. This discussion focuses primarily on the implications that these results have for preservice mathematics education courses.     

The effects of a time-limited welfare program on children: the moderating role of parents' risk of welfare dependency

This study examined the effect of a time-limited welfare program on school-age children using data on almost 3,000 children (ages 5-17 at the four year follow up-point) from the random assignment evaluation of Florida's Family Transition Program (FTP). FTP was one of the first welfare reform initiatives to impose a time limit on the receipt of cash assistance, and it combined the time limit with a rich array of mandatory services. The effects of FTP on children were moderated by families' risk of long-term welfare dependency. Contrary to predictions laid out at the outset, there were few effects of FTP on middle childhood and adolescent children for children of parents most likely to be long-term welfare dependent (those most likely to hit the time limit). However, consistent negative effects on this same age group of children were found for children of parents least likely to be long-term welfare dependent--parents who had the largest employment gains--and effects of FTP were most strongly negative for the oldest adolescent children. The findings suggest a different theoretical model for movements into employment than the one suggested in the previous literature for job loss. The findings are discussed in terms of their contribution to research and policy.     

Copyright’s fair use doctrine and digital data

The digitization of works renders them not only easy to copy and distribute. It makes them easy to transform from one medium to another. Many of the same fair use questions posed by the copying or use of computer programs recur when other kinds of digital data are copied or manipulated. There are some situations in which digital copying would almost certainly be permitted as fair use, and some in which fair use defenses would be futile. This article was adapted from a column that first appeared inACM Communications. Published by permission of the Association for Computing Machinery.     

Photography

Pamela Jeffcott Parry's Photography Index: A Guide to Reproductions (Westport, Conn.: Greenwood Press, 1979–$25.00)

Hilary Evans' The Art of Picture Research: A Guide to Current Practice, Procedure, Techniques and Resources (Newton Abbot, Y.K.; and North Pomfret, Vt.: David & Charles, 1979—$28.00)

Melissa Milar, ed. 1980 Photographer's Market: Where to Sell Your Photographs (Cincinnati, Ohio: Writer's Digest Rooks, 1979—$12.95)

Photographis '79 (New York: Hastings House, 1979–$49.50)

John Sander's Photography Year Book 1979 (New York: Fountain Press/Hastings House, 1979—$24.95)

Harold E. Edgerton and James R. Killian, Jr.'s Moments of Vision: The Stroboscopic Revolution in Photography (Cambridge, Ma.: MIT Press, 1979—$20.00)

Deborah Turbeville's Wallflower (New York: Congreve Publishing Co, 1978—$27.50)

Robert L. Kerns' Photojournalism: Photography with a Purpose (Englewood Cliffs, N.J.: Prentice-Hall, 1980—$14.95)

Focalguide to Slides by Graham Saxby (New York: Focal/Hastings House, 1979- 46.95, Paper)

Focalguide to Close-Ups by Sidney F. Ray (1978--$6.95, paper)     

Tomorrow we live: fascist visions of education in 1930s Britain

The present paper explores the fascist vision for education in 1930s Britain through the presentation of extracts from official publications of the British Union of Fascists (BUF), as well as from the writings of Party members. The paper presents a socio‐historical study of British adherents to fascism and provides an account of their thinking in relation to education and schooling, exposing a milieu of ideologues, Party functionaries and serving teachers who were animated by their political commitment. Following a brief outline of the early years of British fascism, there is an account of some key members and their educational ideas, followed by a discussion of the BUF’s educational policies and of its approach to internal education and training. The orientation of the BUF and its membership to education, and the Party’s formulated policies in this field present a modernist vision that was calculated to have particular appeal to educational professionals. There is a consideration, through memoirs, of the experiences of two BUF members who were teachers. The paper reveals a relatively hidden episode in the social history of British educational politics; one that contained paradoxes of intent and outcome, and of means and ends, when ostensibly progressive and socially elevating concepts were employed in ways that had an ultimately destructive impact on individuals, both personally and professionally, as well as on whole societies.