Broadcasting

Jack Lyle's The People Look at Public Television: 1974 (Washington: Corporation for Public Broadcasting, 1975—$1.00, paper)

Ken Coleman's So You Want to be a Sportscaster (New York: Hawthron Books, 1973—$5.95)

Joseph Fletcher Littell (ed.) Coping with Television (Evanston, Ill.: McDougal, Littell, 1973— cost not given, paper)

Joseph Julian's This Was Radio: A Personal Memoir (New York: Viking, 1975—$8.85)

Dick Cavett and Christopher Porterfield's Cavett (New York: Harcourt, Brace Jevanovich, 1974—$8.95)     

Progressive Education,After-School Programs and their Impact on the Lives of African American Males: An Introduction

This edition of the Peabody Journal of Education analyzes the historical and contemporary role of after-school programs in the development of African American males. In this introduction, the author places after-school programs within an historical context of progressivism, progressive education and social change in 19th-century America. As these new ideas of children and childhood were conceptualized, four significant social changes in America—industrialization, urbanization, immigration, and an “American reformation”—sparked the implementation of remedies for social ills within urban settings. This article suggests that the early 20th-century focus on after-school programs for African Americans were the results of lessons learned from early “remedies” targeting “new” immigrants. Moreover, the later desire to assist African American youth through these national and local youth development organizations was spurred by the rapid migration of African Americans to the urban northeast and Midwest during the first quarter of the 20th century. Moreover, the failed efforts of African Americans to acquire decent housing, the resulting crowding into segregated neighborhoods, and the deteriorating conditions of these urban, African American neighborhoods drew the attention of progressives, both African American and White, who were knowledgeable of and/or serving immigrant communities to provide similar services in urban, African American communities. ¹ This statement does not suggest that the African American community lacked interest in the development of organizations to serve their youth; however, these conditions did spark the interest of the larger community to act. View all notes     

The Integrating and Segregating Effects of School Choice

We evaluate the integrating and segregating effects of three distinct school choice programs in San Diego. We go beyond the traditional question of racial integration and examine the integration of students by test scores, parental education levels, and language status. In addition to measuring the net integrative effects of school choice, we also examine the underlying motives behind student participation in school choice programs and the limiting influence of supply-side constraints. Two of the programs that we consider are rooted in 1970s integration-based reforms that provide public transportation for program participants. The third program is a state-mandated, open-enrollment program that requires participants to find their own transportation to and from their choice schools. We find that the two programs with underlying integrative objectives do indeed integrate the district, but the open-enrollment program segregates the district along most dimensions. Provision of busing and geographic preferences appear to be important factors in promoting integration.     

Moving feedback forward: theory to practice

There is substantial research interest in tutor feedback and students’ perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and student learning. We explore some of the current feedback drivers, most notably the need for feedback to move away from simply a monologue from a tutor to a student to a valuable tutor–student dialogue. In relation to moving feedback forward the notions of self regulation, dialogue and social learning are explored and then considered in relation to how such theory can translate into practice. The paper proposes a framework (GOALS) as a tool through which tutors can move theory into practice with the aim of improving student learning from feedback.     

Manipulate important educational variables

For nine years personnel of the Study of Mathematically Precocious Youth (SMPY) at Johns Hopkins have found thousands of youths, chiefly seventh‐graders, who reason extremely well mathematically. SMPY strives in various ways to help these students proceed considerably faster and better in mathematics and related subjects than is usually permitted or encouraged. Its work is offered as an example of important problems that, in the judgment of the author, educational psychologists should attack vigorously. SMPY's four‐D model is described, which emphasizes educational acceleration of youths who arc highly able and eager to move ahead quickly.     

Against the odds: resilience in mathematics students in transition

This paper examines ‘resilience’ of mathematics students in transition from a sociocultural perspective, in which resilience is viewed as relational and in particular as a function of the social and cultural capital students may bring to the new field. We draw on two students’ stories of transition, in which we recognise elements traditionally viewed as ‘risks’ for mathematics students in transition into institutions where new demands are made. However, in each case it seems that some of their apparent background ‘risk factors’—coming from poorer socioeconomic backgrounds and disadvantaged schools—have come to serve to constitute capital, buttressing their particular resilience, as they provide a crucial kind of autonomy that is particularly valued in the new institution. We identify the learners’ reflexivity as having been crucial to this accumulation of capital and we discuss some educational implications.     

Supervising mentors’ lived experience on supervision in teaching, nursing and social care education. A participation-oriented phenomenological study

Research concerning the supervisor role in separate educational programmes has been undertaken, but cross-professional studies are few. The aim of this study was to explore the lived experience of supervising mentors in Sweden during the practice-based, off-campus sections of the education in teaching, nursing, and social care. The study used a participatory phenomenological approach in which four researchers and nineteen supervising mentors worked together in the research process which was accomplished in four different phases. The data collecting method used was interview. The results constituted a main essence entitled “Struggle of power and control of professional quality enhancement” built upon four themes: “Constitutes a motivating force”, “Feelings of responsibility”, “Feelings of frustration” and “Wishes for alteration”. Conclusions from the study are that communication, information and contact between the professionals in the fields and university teachers need to be strengthen to keep up supervising mentors’ motivating force and to give them support.