Foreign and International Communication

Approaches to Communication Planning edited by John Middleton (1980, 300 pp.)

Communication Planning for Development: An Operational Framework by Alan Hancock (1981, 198 pp.)

Impact of Modern Communication Technology I: Australia, by Chris Duke (n.d., 122 pp.)

Impact of Modern Communication Technology II: Indonesia (n.d., 72 pp)

Flow of News in the Gulf, by Phil Harris, et al. (n.d., 70 pp.)

Protection of Journalists (no author, n.d., but 142 pp.)

82. The Book in Multilingual Countries by Abul Masan (1978, 40 pp.)

83. National Communication Polic Councils: Principles and Experiences by M.A. Rodrigues Dias, et al. (1979. 44 pp.)

84. Mass Media: The Image, Role, and Social Conditions of Women: A Collection and Analysis of Research Materials (1979, 78 pp.)

85. News Values and Principles of Cross-Cultural Communication (1980, 51 pp.)

(86) Special Issue: Mass Media Codes of Ethics and Councils: A Comprehensive International Study on Professional Standards by J. Clement Jones (1980, 80 pp.)

87. Communication in the Community (this title not yet seen)

88. Rural Journalism in Africa by Paul Ansah, et al. (1981, 35 pp.)

89. The SACl/EXERN Project in Brazil: An Analytical Case Study by Emile G. Mc- Anany et al. (1981, 46 pp.)

90. Community Communications: The Role of Community Media in Development by Frances Berrigan (1981, 50 pp.)

1. Historical Development of Media Systems–Japan by Shinichi Ito, et al. (1979, 69 pp.)

2. Historical Development of Media Systems–German Democratic Republic by Emil Dusiska (1979, 35 pp.)

3. Communication Indicators I: Communication Indicators and Indicators of Socio-Economic Development by Rita Cruise O'Brien, et al. (1979, 96 pp.)

4. Communication Indicators II: 100 Years of Mass Communication in Germany by Anton Galli, et al. (1979, 28 pp.)

5. Sccio-Economic and CommunicatioA Indicators in Development Planning: A Case Study of Iran by Majid Tehranian (n.d., 126 pp.)

6. Communication Methods to Promote Grass-Roots Participation by Jeremiah O'Sullivan-Ryan (n.d., 155 pp.)

7. Importation of Films for Cinema and Television in Egypt by Gehan Rachty (n.d., 77 pp.)

Reporting of International News and Roles of the Gatekeepers (1980) is a summary of two late 1979 meetings on the subject in Paris. (18 pp.)

Intergovernmental Conference on Communication Policies in Africa (1981, 81 pp. plus 47 page working paper for same meeting)

Intergovernmental Conference for Co-operation on Activities, Needs and Programmes for Communication Development (1980, 65 pp. plus 32 page working paper)

List of Documents and Publications in the Field of Mass Communication 1979 (no. 5 in the series, 1980, 187 pp.)

Mass Media and the Transnational Corporation by Basskaran Nair (Singapore: Singapore University Press, 1980—$12.50/7.50)

Mass Media and National Cultures, by the International Association for Mass Communication Research (Leicester, U.K.: Adam Bros., and Shardlow Ltd., 1980—price not known, paper)

Organisations Internationales et Regionales de Journalistes [International and Regional Organizations of Journalists] (Prague: International Organization of Journalists, 1980—price, if any, not given, paper)

Bruce L. Cook, Understanding Pictures in Papua New Guinea (David C. Cook Foundation, Cook Square, Elgin, Ill. 60120—$8.95, paper)

Paul Lendvai, The Bureaucracy of Truth: How Communist Governments Manage the News (Boulder, Colo.: Westview Press, 1981—$24.75)     

Improving Educational Outcomes of Hispanic Students in a Professional Degree Program

In an attempt to reduce the educational achievement gap of Hispanic students in a professional degree program, two courses grounded in the Keller method were implemented at a pharmacy school. The Keller method is characterized by breaking course content into modules, then allowing students to test and repeatedly remediate and retest until competency is achieved. Outcomes from this intervention-based cohort study suggest that the Keller method is effective in reducing the educational achievement gap of Hispanic students in a professional degree program.     

Beyond the global city: a comparative analysis of cosmopolitanism in middle-class educational strategies in Australia and Brazil

ABSTRACT

The global middle class (GMC) is a theoretical construct that seeks to globalise a set of attributes identified in studies of school choice in the global north, and to a lesser extent in developing nations in Asia. As theorised by Ball a mobile middle class with cosmopolitan sensibilities drives international education options in global cities. This proposition is challenged through analysis of the histories of curriculum and class relations in two national settings (Australia and Brazil) and examination of contemporary class profiles (i.e. economic and cultural properties) in expanding forms of international education in these countries. The paper argues that the forms of cosmopolitanism associated with the educational practices of the GMC must be examined within broader historical relationships of cultural domination. We conclude by arguing that broadening the historical horizon is an important exercise to challenge the claim of the GMC to be a novel category involving exceptional forms of cultural contact generated by the dynamics of the ‘global city’.     

Assessing collaborative computing: development of the Collaborative-Computing Observation Instrument (C-COI)

This paper describes the development, validation, and uses of the Collaborative Computing Observation Instrument (C-COI), a web-based analysis instrument that classifies individual and/or collaborative behaviors of students during computing problem-solving (e.g. coding, programming). The C-COI analyzes data gathered through video and audio screen recording software that captures students’ computer screens as they program, and their conversations with their peers or adults. The instrument allows researchers to organize and quantify these data to track behavioral patterns that could be further analyzed for deeper understanding of persistence and/or collaborative interactions. The article provides a rationale for the C-COI including the development of a theoretical framework for measuring collaborative interactions in computer-mediated environments. This theoretical framework relied on the computer-supported collaborative learning literature related to adaptive help seeking, the joint problem-solving space in which collaborative computing occurs, and conversations related to outcomes and products of computational activities. Instrument development and validation also included ongoing advisory board feedback from experts in computer science, collaborative learning, and K-12 computing as well as classroom observations to test out the constructs in the C-COI. These processes resulted in an instrument with rigorous validation procedures and a high inter-rater reliability.     

Positive Affectivity and Fear Trajectories in Infancy: Contributions of Mother–Child Interaction Factors

Fear and positive emotionality were considered in a growth modeling context. Mothers, primarily Caucasian (91.9%) and of middle socioeconomic status, participated in play interactions with infants at 4 months (N = 148). Infant fear and positive affectivity were evaluated at 6, 8, 10, and 12 months of age. A linear trajectory was superior in explaining growth for parent report and observation‐based indicators of positive affectivity and parent report of fearfulness; a piecewise model explained the nonlinear growth of observation‐based fear. Responsiveness in mother–infant interactions emerged as a significant predictor of the fear trajectory, with higher sensitivity predicting lower levels of observed fear. Reciprocity, tempo, emotional tone, and intensity of mother–infant interactions also made significant contributions to temperament development; however, analyses addressing these were exploratory.     

‘Whoops,I forgot David’: children's perceptions of the adults who work in their classrooms

This article reports on the findings of a small‐scale study into the perceptions of 78 primary school children regarding the adults in their classrooms. The data show that children easily differentiate between their own class teacher and other adults, but report a substantial overlap between the activities of teachers and teaching assistants. Some express the difference in terms of status rather than role. Accounts call into question the notion that teaching assistants ‘help’ rather than teach and that there is a clear division of labour between them and teachers. Teachers and assistants are seen as working in an interdependent way, with each making a significant contribution to children's learning. The difficulties of using children's language as evidence are considered and it is concluded that the notion of a ‘remodelled’ primary school workforce needs to take into account the ways in which teachers and assistants maintain fluid working relationships.