Preparing schools to accommodate the challenge of Web 2.0 technologies

With laptops, mobile phones, tablets and broadband wireless access becoming more widely available, Web 2.0 is now entering schools. This changes the way students work and communicate, altering their relationship with knowledge, and generating new objectives for media literacy in the digital society. Thus, schools face new challenges and this paper aims at highlighting four of them. A first challenge relates to trust. Web 2.0 opens the classroom to the world and educators have to face new dangers and irrelevant uses, while bringing their students to gain better access to information and culture. The second challenge relates to teachers’ professional identities. The role of teachers is changing as Web 2.0 tools are being used by students, and policymakers should take this into account. A third challenge relates to a growing need to control working time, timetable organization and rhythm in schools. The fourth challenge that we underline is the need for common rules that allow students to benefit from the opportunities offered by Web 2.0 to develop their autonomy and to foster ethical practices.     

Impact of a school consulting programme aimed at helping teachers integrate students with behavioural difficulties into secondary school: actors’ points of view

A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary school classes. Both consulting programme modalities shared the same postulates. This article presents the stakeholders’ perceptions of the consulting model and its impacts on teachers and students. Presented here are the results of semi-structured interviews conducted with teachers (N = 42), resource persons accompanying individuals or groups (N = 11) and school managers (N = 8) in the programme’s first year of implementation. According to qualitative analysis of the interviews, these two models seem to have had positive impacts on teachers, especially in relation to their perceptions of students with behavioural difficulties and their understanding of behavioural problems. However, the group model is the one that elicited the most adhesion in all groups of actors.     

Using chipendale in the classroom

One of the most common complaints among criminal justice educators is that students have very poor writing and research skills. In particular, educators cite that students’ papers are poorly organized, are replete with grammar and spelling errors, are missing key elements in their discussions, and are often plagiarized. Despite the need for research and writing classes, very few social science faculty members teach writing‐intensive courses because of the amount of time such a course requires. Accordingly, this paper presents a model criminal justice writing class that outlines specific teaching methods to overcome the most common problems found in criminal justice writing and research.     

The “Write” Stuff: Simple Techniques Designed to Teach Students How to Avoid Plagiarism

Presently, plagiarism is a serious problem in academics. Research has shown that the number of students who commit some form of plagiarism has increased in recent years. Studies have also shown that students commit plagiarism for a variety of reasons, including ignorance about what constitutes plagiarism, waiting until the last minute to complete an assignment, and a desire to get good grades. Regardless of the reason, students who commit plagiarism face a variety of sanctions ranging from a “slap on the wrist” to expulsion from school. Because of the potential long‐term ramifications of committing plagiarism, it is essential that educators understand why students commit plagiarism and learn ways to teach students how to avoid it. This paper presents a workshop designed to teach students how to avoid committing it and offers a variety of ways in which this material can be incorporated into a program’s existing curriculum.     

Educational and Public Television

Natan Katzman, Program Decisions in Public Television (1976, 72 pp.)

Caroline Isber and Muriel Cantor, Report of the Task Force on Women in Public Broadcasting (1975, 141 pp. no price shown)

Advisory Council of National Organizations, Public Broadcasting and Education (1975, 114 pp., no price shown)

Bradley S. Greenberg, et al. An Ascertainment Handbook for Public Broadcasting Facilities (1975, 64 page loose-leaf notoboOk, no price shown)

Philip A. Rubin, A Report on the Minimum Equipment Needs and Costs to Upgrade the Facilities of the Public Television Stations (1975, 40 pp., $1.00, paper)

Annual Report 1975 (1976, 43 pp., free on request)

Print Handicappeda Handbook for Local Use (1975, loose-leaf notebook of some 200 plus pages)

E. Edward Cavert (ed.) Designing Diversity 1 75: Second National Conference on Open Learning and Nontraditional Study--Conference Proceedings (University of Mid-America, Lincoln, Neb. 82006---$7.50, paper)

Phillip J. Sleeman and D.M. Rockwell's Instructional Media and Technology (New York: Halstead Press/John Wiley, 1976---$30.00)     

Music and the Music Business

Sidney Shemel and M. William Krasilovsky's This Business of Music (New York: Billboard Publications, 1977— $16.95)

Marianne Lindvall's ABBA: The Ultimate Pop Group (New York: A&W Publishers, 1977—$6.95, paper)

Caroline Coon's 1988: The New Wave Punk Rock Explosion (New York: Hawthorn Books, 1978—$4.95, paper)

Mark C. Gridley's Jazz Styles (Englewood Cliffs, N.J.: Prentice-Hall, 1978—price not given, paper)

Raoul Abdul's Blacks in Classical Music (New York: Dodd, Mead, 1977—$8.95)

David Horn's The Literature of American Music in Books and Folk Music Collections: A Fully Annotated Bibliography (Metuchen, N.J.: Scarecrow Press, 1977—$20.00)

Arthur Jacobs' British Music Yearbook: 1977-78 (New York and London: Bowker, 1977— $27.50)

The Book of Music (London: Macdonald Educational Ltd., 1977—E8.50 or about $17.00)     

Nomads and Education For All: Education for development or domestication?

Migrants, and particularly nomads, are among the most marginalised social groups, and are widely excluded from educational provision, despite pledges of Education For All. The phenomenon of movement itself presents many challenges for both providers, and would-be users, of educational services. Around the world, the provision of education for nomads has reflected and been instrumental to particular stances on pastoral development. The links between education and development are explored specifically in the case of a transhumant pastoral group in Western India. The article reveals Education For All as an ideological notion, reflecting values that contradict those of nomadic groups, and argues that the value positions underlying this notion need to be articulated and further contextualised if it is not simply to reflect existing, and exclusive, hegemonies.