Speech training through children's plays

Four‐Star Scripts. By Lorraine Noble. New York: Doubleday, Doran, 1936; $1.50.

A History of the American Drama. By Arthur Hobson Quinn. New York: F. S. Crofts &; Co., 1936; pp. xxv + 432. $5.00.

Historic Costume. By Nevil Truman. New York: Pitman Publishing Corp., 1936; pp. 152; 300 illustrations. $3.00.

The Philosophy of Rhetoric. By I. A. Richards. New York: Oxford University Press, 1936; pp. 138. $1.75.

The Psycho‐Biology of Language. By George Kingsley Zipf. Boston: Houghton Mifflin Co., 1935; pp. ix + 336.

An Actor Prepares. By Constantin Stanislavski. Translated by Elizabeth Reynolds Hapgood. New York: Theater Arts, Inc., 1936; pp. 295. $2.50.

Modern Acting: A Manual. By Sophie Rosenstein, Larrae A. Haydon, and Wilbur Sparrow, New York: Samuel French, 1936; pp. 129. $1.50.

Reorganisation of the Supreme Court. The Reference Shelf, vol. xi, no. 4. Compiled by Julia E. Johnson. New York, The H. W. Wilson Co., 1937; pp. 326. $.90.

You, Too, Can Become a Public Speaker. By John Hewins Kern. New York: Governor Publishing Corp., 1937; pp. 72. $1.00.

Industrial vs. Craft Unionism, The Reference Shelf, vol. xi, no. 3. Compiled by Julia E. Johnson. New York: H. W. Wilson Co., 1937; pp. 320. $.90.

General Principles of Play Production. By Gilmor Brown and Alice Garwood. New York: Samuel French, 1937; pp. 177. $2.00.

The Art of Make‐Up. By Serge Strenkovsky. New York: E. P. Dutton Co., 1937; pp. 350. $3.75.

How To Teach Good Speech in the Elementary Schools, Letitia Raubicheck. New York: Noble and Noble, 1937; pp. 276. $2.00.

Twenty Short Plays on a Royalty Holiday: Edited by Margaret Mayorga. New York: Samuel French, 1937; pp. 435. $3.00.

The Flying Wasp. By Sean’ O'Casey. London: The Macmillan Co., Ltd., 1937; pp. xiii +201. $2.25

Ease in Speech. By Margaret Painter. Chicago: D. C. Heath and Co., 1937; pp. 420, $1.64.

Going To Make a Speech? By E. St. Elmo Lewis. New York: The Ronald Press, 1937; pp. x +350. $3.00.

A Contemporary of Shakespeare on Phonetics and on the Pronunciation of English and Latin. By H. G. Fiedler. New York: Oxford University Press, 1936; pp. 21. $1.00.

S.P.E. Tract No. XLVIII. New York: Oxford University Press, 1937; pp. 12. $.85.

Your Everyday Speech. By William Norwood Brigance. New York: Whittlesey House, 1937; pp. ix + 230. $2.50.

University Debaters’ Annual. Edited by Edith M. Phelps and Julia E. Johnson. New York: The H. W. Wilson Co., 1937; Vol. XXIII, pp. 533. $2.25.

The Speech Choir. With American Poetry and English Ballads for Choral Reading. By Marjorie Gullan. New York: Harper &; Brothers, 1937; pp. vii‐xix + 284. $1.75.

The Art of Choral Speaking. By Cécile de Banke. Boston: Baker's Plays, 1937; pp. 227. $1.75.

Reading, Writing and Speech Problems: A Presentation of Certain Types of Disorders in the Development of the Language Faculty. By Samuel Torrey Orton, M.D. New York: W. W. Norton and Co., 1937; pp. 215. $2.00.

Smith, Joseph E.: Better Speech Training Through Teaching Technique. (Papers from the Convention of the Western Association of Teachers of Speech). Ann Arbor: Edwards Brothers, Inc.; 1936; pp. 72. $1.60.

The New Better Speech (Revised Edition.) By A. T. Weaver, Gladys L. Borchers and C. H. Woolbert. New York: Harcourt, Brace and Company, 1937; pp. xii + 548. $1.60.

Handbook of Broadcasting: How to Broadcast Effectively. By Waldo Abbot. New York: McGraw‐Hill Book Company, 1937; pp. xi + 424. $3.50.

Ways of Thinking and Writing. By Frank W. Cushwa and Robert N. Cunningham. New York: Charles Scribner's Sons, 1936; pp. xviii + 542. $1.80.     

Assessment,feedback and marking guides in distance education

In higher education (HE), effective feedback on student assessments plays a vital role in retention and in the development of self‐regulating learners, particularly in the first year. In distance learning, where large population modules are common, assignment feedback is generally supported by standard marking guides, issued to the numerous tutors responsible for assessing student work. In this paper, we develop a taxonomy of feedback and report on the results of a survey of tutor attitudes to, and strategies for, providing feedback on a very large Level 1 Open University module. We analyse the extent to which the marking guides afford adequate support for truly effective feedback, and make a number of recommendations for reworking assessment regimes and marking guides.     

Political partisanship,bureaucratic pragmatism and Acadian nationalism: New Brunswick,Canada’s 1920 history textbook controversy

During a time of post-war sensitivity to Canadian nationalism and patriotism, public feeling was aroused in 1920 New Brunswick regarding a world history textbook with a new chapter about the First World War. The American author made no reference to Canada’s war efforts. The subsequent public discussion focused on issues of patriotism, citizenship, history education and schooling, but it eventually dissolved into longstanding conflicts over language and religion. This case study investigates how questions about history education were interpreted through the lens of the political partisanship of the newspaper editor, the bureaucratic rationality of the educational administrator, and the Acadian nationalism of the Roman Catholic Bishop. The controversy depicts a loosening but not breaking of postcolonial ties, and uncovers the political nature of public memory, along with the complex intertwining of religion and language rights within schooling, history education and citizenship in post-war Canada and New Brunswick.     

School-based extracurricular activities,personality, self-concept,and college career development skills in Chinese society

In the present study, we examined in Chinese society the association of school-based extracurricular activities (SBEAs) in both high school and college with students’ career development skills in college, as well as with various personality characteristics and self-concept. Each of 281 college students administered the Lai Personality Inventory, the Tennessee Self Concept Scale, the Adult Career Cognition Scale and an SBEA questionnaire. The results indicate that students who were more engaged in SBEAs had a healthier self-concept, were more extraverted, had better psychological health, were more emotionally stable, and had better social adaption and career development skills than other students. The implications and limitations of the findings, as well as future directions for research, are discussed.     

Variables affecting physics achievement

Much research has focused on student views about physics concepts, with an emphasis on the identification of alternative conceptions, and how curricula and professional development may ameliorate the situation. However, there has been little work on determining the extent of, and in separating, the student and teacher/classroom level variables that may impact student physics achievement. This study examined the effect of different student and teacher/classroom level variables on student understanding of physics concepts using hierarchical linear modeling (HLM), a regression based technique. The data were collected from 68 different teachers and 3,119 students who were using a reform curriculum, Active Physics. Teachers and students completed surveys asking about their beliefs, their classes and their personal characteristics. Students also completed a physics achievement test. The data show that students of teachers who used Active Physics for a greater portion of the year scored higher on the achievement test than did students of teachers who did not use the curriculum as much. Furthermore, the data show that the achievement gap was narrowed between boys and girls and between students with different attitudes toward physics. Additionally teachers who received inservice instruction on how to implement Active Physics narrowed the gap between students with different views of their classroom involvement. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 961–976, 2009     

In pursuit of African scholarship: unpacking engagement

Engagement between higher education and other societal sectors is a key theme in higher education discourse in South Africa, as it is in other countries. In South Africa, however, engagement has gained additional status as an appropriate strategy for pursuing African Scholarship. On the ground, however, inequitable power relationships and erratic participation have posed serious challenges to the effectiveness and sustainability of engagement initiatives. From the experiences of seven South African academics and the local community members and service-providers with whom they engaged in service-learning, three factors emerged as mediating the power/participation dynamic of their engagement. The impact of these factors, namely, structure, meaning, and place and time, are discussed, leading to the conclusions that scholarly engagement requires ideological and practical support from higher education institutions and further study in South African contexts.

The storytelling project: innovating to engage students in their learning

This research explores the development of issues surrounding and reactions to the use of non‐accounting stories in accounting to engage and motivate first‐year students. The stories were drawn from the students' main areas of study. Students were challenged to draw analogies between a story and accounting. This process allowed them to create common meanings and understandings as they participated in a group dialogue about the relevance of each story. By using stories in areas with which the students were familiar, they were able to appreciate links between accounting and other disciplines. Initially the lecturer told the stories but in response to student feedback, students were encouraged to find or develop stories to share. Students found both the factual and fictitious stories enhanced their learning. When the students became storytellers, they took ownership of their learning and a more critical approach consistent with a deep approach to learning. Despite some initial concerns expressed by the lecturer, the storytelling project has led to increased motivation among non‐accounting first year students who are undertaking some limited study of accounting.