Between patriotism and nationalism: Johan Hendrik Swildens and the ‘pedagogy of the patriotic virtues’ in the United Dutch Provinces during the 1780s and 1790s

The dominant influences that forged curriculum policy in relation to the literacy curriculum in New Zealand during the 1930s can be seen to be enmeshed in the politics of the wider context of what de Castell and Luke have identified as the ‘literacy ideologies of the British Empire’. ^{1 1} See de Castell, Suzanne and Allan Luke. “Literacy Instruction: Technology and Technique.” American Journal of Education 95, no. 3 (1987): 413–440. It was these literacy ideologies and concerns over the cultural authority of ‘standard English’ that were to spark a growing public and professional concern during the 1930s over New Zealanders’ speech and the growing ‘insidious’ influence of American‐derived popular culture. These tensions led to debates that would eventually highlight the need for New Zealanders to develop their own national and cultural identity. They would also bring into question the role of Maori language and culture in New Zealand primary school education, and herald the first challenges to the cultural dominance of the English language in New Zealand’s Native schools in the late 1930s.     

Reviews

FREEDOM SPENT. By Richard Harris. Boston: Little, Brown and Company, 1976; pp. 460. $12.95.

MALE/FEMALE LANGUAGE, WITH A COMPREHENSIVE BIBLIOGRAPHY. By Mary Ritchie Key. Metuchen, New Jersey: Scarecrow Press, 1975; pp. vii + 200; $7.95.

CONTEMPORARY SPEECH: A COMPREHENSIVE APPROACH TO COMMUNICATION. Compiled by Mary Frances Hopkins and Beverly Whitaker. Edited by Bernard Brommel. Skokie, IL: National Textbook Company, 1976; pp. ix + 316. $11.

COMMUNICATING. By Anita Taylor, Teresa Rosegrant, Authur Meyer, and B. Thomas Samples. Englewood Cliffs, NJ: Prentice‐Hall, Inc., pp. xiii + 466. $9.95.

MASTERING CLASSROOM COMMUNICATION: WHAT INTERACTION ANALYSIS TELLS THE TEACHER. By Dorothy Grant Hennings. Pacific Palisades, California: Goodyear Publishing Company, 1975; pp. xiii + 193. $5.95.

THE RHETORIC OF WESTERN THOUGHT. By James L. Golden, Goodwin F. Berquist, and William E. Coleman. Dubuque, Iowa: Kendall/Hunt, 1976; pp. 272. Paper $9.95.     

Entrepreneurialism and the transformation of Russian universities

Like many Western knowledge‐practices, experiential learning is seen to require what is, in effect, an act of self‐dismemberment, a splitting of the head from the body that denies the connectedness of knowledge to the body and thus loses sight of knowledge as a product of corporeally and emotionally grounded human life. This article first traces the history through which modernist knowledge‐practices were predicated on the rejection of the experiencing body and examines the impact of the resultant epistemology on power relationships. It then suggests that, as a function of memory, experiential learning is more properly understood as an act of re‐membering. It argues that experience is itself located in the body as well as in the social and material locations that bodies invariably occupy — and asks what a theory of experiential learning might look like that re‐members body and mind.     

Towards a Competency Model for Teaching Computer Science

To address the special challenges of teaching computer science, adequate development of teachers’ competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers’ beliefs and motivational orientations play an important role in effective teaching. This research field has been sparsely investigated up to now and there exists no consistent competency model for teaching computer science in Germany. Therefore, this paper describes the development of competency in the areas of pedagogical content knowledge, teachers’ beliefs, and motivational orientations with regard to computer science. Competency-relevant factors for teaching computer science are theoretically derived and concretely formulated with the help of expert interviews conducted according to the critical incident technique and analyzed using techniques of qualitative content analysis.     

Finding a Golden Mean in Education Policy: Centering Religious and Public Schools

The separation between Church and State, private and public education, is blurring, and coming together, as the government gives families vouchers to attend private and religious schools. Religious groups are starting and supporting their own charter schools, and local jurisdictions (cities and counties) are providing free transportation and food services to children attending private schools. What emerges, and is the focus of this analysis, is the new “middle ground,” a “golden mean,” by which public schools learn diversity and choice while private/religious schools are helped by public programs and funds. The oldest, perhaps, was Lyndon Johnson's compromise with the Catholics to get Title 1 passed as part of the Elementary and Secondary Education Act that sends public school teachers into private schools to help children in need. This study examines the emergence of a middle group in public–private education, and how the policies are working and what's changing. It argues that the child is the center of education, and government and private agencies are changing and should come together to serve the clients, the children.     

Estudios experimentales del entorno preescolar: el Proyecto Sheffield

RESUMEN

El proyecto Sheffield es un programa de investigación cuyo objeto es estudiar la influencia de las variables del entorno en los niños preescolares. Se examinaron cuatro variables: los recursos físicos (disponibilidad de material de juego), el tamaño del grupo, la proporción maestro-alumnos y la organización de la clase (juego libre versus actividad estructurada). Los resultados muestran que cada una de las variables estudiadas tiene ventajas y desventajas, dependiendo de los valores que queramos favorecer y de las competencias actuales de los niños. Los autores advierten sobre el riesgo de generalizar a partir de estudios como éste, ya que la interacción entre el sujeto y su entorno en los procesos educativos es muy compleja.