Opening The Box of Delights

Both the device and the book called The Box of Delights construct a vision of childly imagination by playing with genre and through the use of myth and magic. Crime and adventure genres are subverted by Kay Harker's, and thereby the reader's, self-consciousness, and by privileging the fantastic; myth is presented as reality at its most intense, vivid, and sublime, apprehended with a child's sense of awe. Good magic is social, old, and childly; evil magic is selfish and new. Magic is a plot manoeuvre, but is more profoundly a metaphor for the child making sense of the world.     

World enough and time: The work of Mollie Hunter

The work of Mollie Hunter is published and read throughout the world. She won the Carnegie Medal in 1974 forThe Stronghold, and she was the May Hill Arbuthnot Lecturer in 1975, travelling in the United States for six weeks giving a series of addresses that have been collected inTalent Is Not Enough (Harper & Row, 1976).Peter Hollindale is Senior Lecturer in English and Education at the University of York, and author ofChoosing Books for Children (Elek). He has lectured widely in children's literature at colleges of education and in-service courses for teachers. He contributed an article on John Masefield toCle 23.     

School Effects in Scottish Secondary Schools

The present paper examines whether there is significant variation in schooling outcomes between Scottish secondary schools, and if so, how much is associated with pupil intake, and how much is associated with the schools they attend. It also examines whether schools vary in their effectiveness for different types of pupils, and whether schools tend to be superior, or inferior, across three different outcome measures. The study employed a subsample of data from the 1977 Scottish School Leavers Survey on over 700 pupils from 15 schools in one administrative division. These data were linked to data on the verbal reasoning quotients of the pupils, derived from a test administered to them before they entered secondary school. For each of the 15 schools we estimated the expected scores on measures of English, arithmetic and overall attainment for pupils with below average, average, and above average ability, controlling for pupils’ verbal ability, gender, prestige of father's occupation, mother's education, and number of siblings. The study shows there was wide variation in schooling outcomes between secondary schools in the division, even after controlling for family background characteristics and pupil ability prior to entering secondary school. There were few schools that were particularly effective for low ability pupils, but not high ability pupils and vice versa. Schools tended to be effective, or ineffective, across all three outcome measures.     

STUDY COURSE PROVISION IN HIGHER EDUCATION: A CASE STUDY

This paper describes the origins, development and characteristics of a study course for teacher‐education and industrial‐design undergraduates. Starting from identification by a handful of staff of a range of student needs, the course developed an informal, gaming approach that encouraged pooling of and reflection on a wide range of participants' study practices. This approach was found to require, and indeed to prove inseparable from, a broader reflection on the roles and rules, processes, products and assessment of undergraduate study. Staff — staff and staff — student negotiations, stimulated by the processes of planning, delivering and reflecting upon this course, come to be seen as constituting a promising kind of staff and curriculum development.     

Knowledge acquisition by computerized audiovisual feedback

The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.

     

The quality of learning in Nigerian primary education

The speed with which UPE was introduced to Nigeria has meant enormous problems of both a logistical and educational nature. After six years many have proved all but impossible to overcome. While generalising may be wrong, it is questionable whether the government's objectives for UPE can be achieved. Vast regional discrepancies of implementation have meant that the reduction in the previous imblance of opportunity is unlikely. A high rate of unemployment and disaffection among terminal primary leavers will offset the concept of UPE as an investment. Grassroots support will weaken if primary schooling offers no tangible returns. A further problem is present. The curriculum of UPE has been inappropriate for a system which is terminal for the majority. Basic skills are often unlearned. The national curriculum has not been sufficiently localised and, with staff and material shortages, has been impossible to teach. In current conditions it is academic and certificate-orientated. There is an urgent need to review the structure of primary education before it is too late. A community base might be considered in the face of weakening government funding but the redesign of the curriculum is an essential prerequisite. The content and quality of education is as important as the logistics of its provision.     

Improvements in equity in the participation of young people in higher education in Australia during the 1980s

This paper addresses the question of the extent to which there were improvements in equity in the patterns of participation of young people in higher education in Australia during the 1980s. Data from theYouth in Transition longitudinal surveys of Australian youth are used to assess the effectiveness of the Labor Government's equity initiatives since 1983 in this area. The conclusion is that participation by young people in higher education in Australia did generally become more equitable under Labor during the 1980s, though differences in higher education participation rates persisted between certain sub-groups of the population.     

An Exploratory Study of International Students Studying and Living in a Regional Area

The aim of this research is to explore the similarity and differences international students encounter while studying and living in a regional area of Australia as compared to their Asian homeland. This study builds on both academic and lifestyle issues previously identified in research and explores the international students' experiences on their academic adjustments while living in a regional area. The findings of this investigation identified three themes: education, finance, and culture. The analysis identified that students experience some level of difficulty at an initial stage but were positively accustomed to the local settings after a period of time. Finally, the findings in this paper are valuable to educational institutions, especially those of regional areas seeking to understand how international students behave and act when studying and living in a regional area. Additionally, this paper will also give prospective students an overall understanding of what to expect when they choose to study in a regional area in Australia.     

Response to Grace’s reflections on Allen and West’s paper

Since the 1970s, school effectiveness research has looked for process-variables filling the black box between mainly structural school features and cognitive outcomes in students. Two concepts came to the fore: school climate and school culture. Both concepts are currently used interchangeably, although it is open to debate whether both are actually the same thing. Because of the way culture and climate are defined and subsequently measured, we propose school culture is a better frame from which to study school effectiveness. This article goes through the premises of perceptual measurement usually overlooked in climate research, and we demonstrate empirically by means of very basic and simple methods and techniques that perceptual measurement and measurement based on assumptions are different approaches and might yield totally different results on an aggregated level. We conclude by demonstrating how culture can be probed and integrated in the models traditionally used in school effectiveness research in an advantageous and theoretically sound way.