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1.
Western Youth Meets Eastern Culture. By Frances G. Sweeney, Emily Fanning Barry, and Alice E. Schoelkopf. Columbia University, 1932. Pp. xvi + 335.

Journalistic Vocations. By Charles Elkins Rogers. New York: D. Appleton and Company, 1931. Pp. ix + 354.

Educational Views of Benjamin Franklin. By Thomas Woody. New York: McGraw‐Hill Book Co. 1931. Pp. ix + 270.

The Austrian Educational Institutes. By Beryl Parker. Vienna and Leipzig : Austrian Federal Publisher for Education, Science, and Art, 1931. Pp. 12 + 184.

Secondary Education. By Herbert G. Lull. New York: W. W. Norton and Company, Inc., 1932. Pp. xxii + 356.

Case Studies of Normal Adolescent Girls. By Elsie M. Smithies. New York: D. Appleton and Company, 1933. Pp. ix + 284.

The Road to Health. Books I and II. By Bundesen &; Manry. New York: Laidlaw Brothers, 1932. Pp. 96 + 127.

Our Neighbors Near and Far. By Carpenter. Book One. American Book Company.

English Practice Books. Books 3, 4, and 6. By Fennek and Madden. The American Book Company.

The Art of Educational Research. By Harold H. Abelson. New York: World Book Company, 1933. Pp. xi + 332.

Educational Psychology. By Harry L. HoixingsworTh. New York: D. Appleton and Company, 1933. Pp. xvi + 540.

Arithmetic Workbook, Grade I. By Clifford B. Upton. New York: American Book Company, 1933. Pp. 128.

Clothing. By Friend and Shultz. Pp. x + 300. Living in Our Homes. By Friend and Shultz. Pp. xviii + 274. New York : D. Appleton and Co., 1933.

Lina Sarger. By Marque Maier. Boston: The Christopher Publishing House, 1932. Pp. 249.

Study Guide in Secondary Education. By Edgar M. Draper and Alexander G. Roberts. New York : The Century Co., 1933. Pp. xi + 151.

Survey of Higher Education in Maine. By the University of Maine. Pp. x + 430.

Archery Simplified. By Phillip Rounsevelle. New York: A. S. Barnes and Company, 1931. Pp. vii + 120.

The Dawn of Literature. By Cam, Holliday. New York : Thomas Y. Crowell Company. Pp. 377.

Problem Solving in Arithmetic. By Leon Nelson Neulen. New York City: Bureau of Publications, Teachers College, Columbia University, 1931. Pp. v + 87.

A Text‐Book of Physics. Fourth Edition. By Louis Bevier Spinney. New York: The Macmillan Company, 1931. Pp. v + 679.

The Junior College. By Walter C. Eells. Boston : Houghton Mifflin Company, 1931. Pp. xxviii + 833.

Realism in American Education. By William Setchel Learned. Cambridge : Harvard University Press, 1932. Pp. 2 + 70.

Paraguay. By Arthur Elwood Elliott. New York City : Teachers College, Columbia University, 1931. Pp. v + 210.

Modern Business Geography. By Ellsworth Huntington and Sumner W, Cushing. New York : World Book Company. Pp. xii + 352.

The World We Live In. By Gertrude Hartman. Macmillan.

The Measurement of Certain Aspects of Personality Among Hard of Hearing Adults. By Henry Hunter Welles, III. New York : Columbia University, 1932. Pp. viii + 77.

The Educational and Occupational Preferences of College Seniors. By Marlin Ray Chauncey. New York: Columbia University, 1932. Pp. 72.

Making the Most of Books. By Leal A. Headley. Illinois: American Library Association, 1932. Pp. 342.

Relations of Religious Training and Life Patterns to the Adult Religious Life. By Luther Ellis Woodward. Teachers College, Columbia University, 1932. Pp. v + 75.  相似文献   

2.
Student behavioral and emotional difficulties, often comorbid with each other and with learning difficulties and academic underachievement, have become an increasing concern to educational settings. This article first provides a conceptual framework for child assessment and highlights the role of behavior rating scales and personality inventories. This article reviews the role of behavior rating scales and personality inventories as a tool for screening students whose behavioral and emotional difficulties may affect their learning, their interpersonal relationships at school, and students who may pose significant management problems for teachers. The utility of specific uni- and multidimensional scales is reviewed relative to major behavioral and emotional difficulties shown by school students. Issues with using these tools are discussed. The Student Behavior Survey (SBS), a teacher-report scale, is described to illustrate the relative contributions of these scales.  相似文献   

3.
We draw on case‐study research at a high‐achieving secondary school in London to illustrate how school experiences may influence drug use and reproduce inequalities in reconstructed ways in late modernity. Qualitative data were collected through semi‐structured interviews with students and teachers, and observations. We focus in particular on the accounts of three female students expressing a shared counter‐school identity and style to explore how drug use has become an important source of bonding, identity construction, coping and excitement for young women from disadvantaged families at high‐achieving schools, including as part of strategies to resist the narrow focus schools can place on academic attainment, monitoring and discipline. We propose that, in late modern times, class‐based counter‐school cultures are being replaced with new consumer‐based ones, but that secondary schools continue to act as sites for the reproduction of social stratification, as well as risk and harm relating to drug use.  相似文献   

4.
Abstract

It is evident that secondary schools organise themselves in different ways for the purposes of pastoral organisation. In general these can be characterised as either horizontal or vertical structures, depending on whether a Year or House system has been adopted. From a survey of secondary schools in one particular local education authority, it appears that the most common and popular approach for secondary schools to organise pastoral care is based on a Year (horizontal) system in which Heads of Year have overall responsibility for pupils in one age‐group. However, one potential problem is that such an arrangement may give rise to an artificial separation of pastoral and academic concerns. In comparing and contrasting the respective advantages of Year and House systems of pastoral organisation and management, David Fincham examines a model in which a school sets out to combine pastoral and academic concerns by establishing a vertical (House) system. Whilst acknowledging that pastoral care implies something more than the setting up of a formal organisation for management purposes, he proposes that academic and pastoral concerns can in fact be integrated effectively through a vertical system.  相似文献   

5.
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6.
Some argue that the goal of education is to influence out‐of‐school learning activity, yet little research exists on how teachers can help students develop an interest in a topic and continue to pursue that interest outside of school. The current study tested classroom context variables from self‐determination theory (teachers’ autonomy support) and from achievement goal theory (teachers’ mastery goals) that may predict students’ school‐prompted interest above and beyond students’ mastery goals and self‐efficacy. Survey data were collected from 178 high school students in 15 mathematics classes. Hierarchical multiple regression revealed that students’ perceptions of a teacher who focuses on mastery goals account for little variance above and beyond students’ own motivation, whereas perceived teachers’ autonomy support emerged as a significant predictor. While the results are correlational and do not support causal claims, they suggest that teachers who support student autonomy might foster school‐prompted interest.  相似文献   

7.
Abstract

Unemployment in Poland rose throughout 1990, 1991, 1992 and 1993 but the proportion of school‐leavers among the unemployed peaked in 1990. Unlike in most western market economies, the best‐ educated young people in Poland did not prove the least vulnerable to unemployment. This paper uses evidence from studies of young people in Gdansk, Katowice and Suwalki to argue that one reason why young people from professional and vocational secondary schools have not borne a heavier share of Poland's unemployment since 1990 has been the flexibility and responsiveness of these schools to Poland's new labour market conditions. Since the reforms many of these schools have contracted drastically. Some have closed. But others have thrived The latter have often benefited from favourable local labour market conditions, but their success has usually been at least equally due to their own resourcefulness in introducing new courses which teach skills that are in demand, and securing various kinds of sponsorship from employers. Three reasons are offered to explain the responsiveness of education in Poland to the changing labour market conditions: general support for ‘the reforms’, the schools’ experience of making informal deals with employers under communism, and the post‐communist authorities’ willingness to force unsuccessful schools to close and to see teachers made redundant.

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8.
This study investigated the relationship between middle school students’ scores for a written assignment (N = 162) and a process that involved students in generating criteria and self‐assessing with a rubric. Gender, time spent writing, grade level, prior rubric use, and previous achievement in English were also examined. The treatment involved using a model essay to scaffold the process of generating a list of criteria for an effective essay, reviewing a written rubric, and using the rubric to self‐assess first drafts. The comparison condition involved generating a list of criteria and reviewing first drafts. Findings include a main effect of treatment, gender, grade level, writing time, and previous achievement on total essay scores, as well as main effects on scores for every criterion on the scoring rubric. The results suggested that reading a model, generating criteria, and using a rubric to self‐assess can help middle school students produce more effective writing.  相似文献   

9.
In this study we report some of the outcomes of a study of professional learning that took place in cross school partnerships as they worked towards promoting creativity in schools. The methodology developed by Engeström and his colleagues at The Centre for Developmental Work Research in Helsinki was adopted. This form of intervention involves the preparation and facilitation of workshops in which the underlying structural contradictions that are in play in emergent activities are highlighted and articulated in such a way that participants may engage with what may otherwise remain hidden and unexamined tensions. This approach is based on the writings of the early 20th‐century Russian school of social scientists—Vygotsky, Luria and Leontiev. A principal claim is that the development of creativity requires tools and contexts for such innovatory forms of practice. This study suggests that this claim is a partial representation of the development of creative activity.  相似文献   

10.
As the limitations of one‐off and disconnected professional learning programs for teachers are recognised, there is widespread interest in building learning communities and professional learning teams within schools. When considering how to build local learning communities, school and university partnerships are seen as offering rich possibilities for transformative professional action. Set in the context of the international agenda of “Education For All” (UNESCO, 2005 UNESCO. (2005). Education for all: Global monitoring project. Retrieved January 8, 2007, from http://portal.unesco.org/education/en/ev.php‐URL_ID=36004&URL_DO=DO_TOPIC&URL_SECTION=201.html (http://portal.unesco.org/education/en/ev.php-URL_ID=36004&URL_DO=DO_TOPIC&URL_SECTION=201.html)  [Google Scholar]) a model of sustained on‐going professional learning, developed in one large secondary school in Australia, is analysed. The social practices that generate action and participation for partnership members are then scrutinised for the legitimacy of school‐university partnerships and the contribution to enhancing teacher learning.  相似文献   

11.
We report on the construction and application on an instrument entitled the “Science Achievement Influences Survey” to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student‐centred and teacher‐centred instructional practices on student achievement. Controlling for pre‐test content knowledge, results indicated that student‐centred teaching practices have a positive association with student achievement (p < .01; i.e., group experiments) and a negative association with teacher‐centred teaching practices (p < .01; i.e., copying notes). Additionally, student attitudes about science were positively associated with student‐centred teaching practices (p < .01) and negatively associated with teacher‐centred teaching practices (p < .01). Most significantly, this study documents the predicted gains in science achievement associated with frequency of specific instructional practices used by middle‐school science teachers. Especially noteworthy and significant is the finding that near‐daily implementation of group experiments and reduction of extensive note‐copying during class yield the greatest positive impact on student achievement. Outside of school, peer interaction and home support were not significantly associated (p > .05) with student achievement. The student sample included 611 middle‐school science students with a wide range of socioeconomic and cultural backgrounds.  相似文献   

12.
Abstract

The learning society has been advocated as an answer to current economic, political and social problems by a wide coalition of interests, including politicians, employers and educators. Here we critically analyse the concept as a myth; that is, as an idea which may or may not have validity, but which many people believe in. For the purpose of this analysis, the learning society is set alongside four other myths upon which it builds: those of productivity, change, lifelong education and the learning organisation. It is argued that the United Kingdom cannot currently be considered to be a learning society, nor is it likely to become one in the foreseeable future. But the idea of the learning society retains an important role as a myth, in drawing together and channelling energies in directions sought by policy‐makers.  相似文献   

13.
An exploration of Burke's use of the term “substance” leads to an illumination of his critical theory and practice. Substance as consciousness achieved through verbalization is manifest in three behaviors: naming, forming, and structuring.  相似文献   

14.
School quality care has become important in many Western countries. Expectations are high, but little is known about the nature and extent of the use of self‐evaluation instruments within schools. From this longitudinal study into the use of a Dutch school self‐evaluation instrument, it became clear that schools vary in the extent to which they are able to make use of self‐evaluation results. A minority of schools in this study were able to use the self‐evaluation results for developing measures at the school and classroom level to improve the quality of education. Potential causes for the findings and alternatives for promoting the utilisation of school self‐evaluation instruments are discussed.  相似文献   

15.
CHILDREN OF NASHVILLE by Sarah Foster Kelley. Nashville, Tennessee: Blue and Gray Press, 1973. x + 447 pp. $16.50.

EMERGING PATTERNS OF ADMINISTRATIVE ACCOUNTABILITY compiled and edited by Lesley H. Browder, Jr. Berkeley, California: McCutchan Publishing Corporation, 1971. vi + 571 pp. $9.75.

INCREASING THE OPTIONS: Recent Developments in College and University Degree Programs by John R. Valley. New York: College Entrance Examination Board, Office of New Degree Programs, 1972. 56 pp. $2.50.

COLLEGE AND UNIVERSITY LAW by Alexander and Erwin S. Solomon. Charlottesville, Virginia: The Michie Company, 1972. xxvi + 776 pp. $16.00.

PERSPECTIVES ON SECONDARY MATHEMATICS EDUCATION edited by Jerry A. McIntosh. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1971. 259 pp. $3.95.

SCHOLARS AND STATESMEN by Kenneth H. Ashworth. San Francisco: Jossey‐Bass Inc., Publishers, 1972. xiv + 160 pp. $7.75.

LEARNING TO BE: THE WORLD OF EDUCATION TODAY AND TOMORROW. United Nations Educational, Scientific and Cultural Organization. New York: UNIPUB, INC., 1972. 313 pp. $6.00.

ART EDUCATION: AN INTERNATIONAL SURVEY by UNESCO. New York: UNIPUB, INC., 1972. 109 pp. $9.00.  相似文献   

16.
This paper explores the introduction of market‐oriented reforms into school‐based education in England and Finland. The contexts into which reforms were introduced differed, with a fully comprehensive system being in place in Finland but not in England; the motives were also different; and different trajectories have since been followed. Whilst there are apparent similarities, with choice and diversity having a high political profile in each country, the policy mix varies: two different models can be discerned, with the Finnish reforms being characterised by more regulatory control in relation to school access and choice, but less in relation to the financing of schools by local authorities. It is argued that the mediating role played by local authorities in jurisdictions with high levels of decentralisation means that the legislative framework needs to be taken into account when examining policy implementation and educational outcomes.  相似文献   

17.
The aim of the investigations was to examine the course of adaptation process to the pre‐school setting and to establish the effect of developmental disharmonies on this process. The conceptual framework for the research was the Piaget's developmental theory and Bronfenbrenner's ecology of human development theory.

The data was gathered in a longitudinal study design. Indicators of developmental level in four areas (motor characteristics, adaptive behaviour, language and personal‐social development) evaluated with the Gesell Developmental Schedules were used as developmental quotients. Adaptation to pre‐school setting was measured with the aid of Schaefer and Aaronson's Classroom Inventory Preschool to Primary Scale (CBI) and observations of children and interviews with parents and pre‐school teachers. The sample included 76 children aged 3 to 4 years of age (39 boys, 37 girls).

The results show that children display some behaviour disorders during the entry phase to pre‐school setting and that serious developmental disharmonies were accompanied by these disorders.  相似文献   


18.
The My Class Inventory and two creativity measures ‐ one figural and one verbal ‐ were administered to a sample of 350 students selected from the Grade 6 population of elementary schools in the three Caribbean territories, namely Barbados, Grenada and St Vincent. Analyses pointed to Barbadian schools as having a more favourable classroom learning environment for creative production than the other two territories. The level of creativity demonstrated by Barbadian students was also significantly higher than that of their counterparts in Grenada and St Vincent.  相似文献   

19.
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20.
Elementary Manual of Physiology. By Russell Burton‐Opitz (Columbia University). Philadelphia: W. B. Saunders Co., 1925. Pp.413. Price, $2.50.

Geology in Its Relation to Landscape. By Juntos Henderson. Boston: Stratford Co. Pp. 362; 94 illustrations, half‐tones. Price, $2.50.

The Psychology of Social Institutions. By Charles Hubbard Judd (University of Chicago). New York: Macmillan Co., 1926. Pp. ix + 346.

Why Children Succeed. By Stuart A. Courtis (Detroit Teachers College). Detroit: Courtis Standard Tests, 1925. Pp. 271.

Applied Print‐Shop Mathematics. By C. W. Hague (The Stout Institute, Menomonie, Wis.). Milwaukee: The Bruce Publishing Co., 1925. Pp. 32. Price, 28 cents.

Automotive Repair. By Homer J. Smith (University of Minnesota) and Roy S. Kern. Peoria: The Manual Arts Press, 1925. Pp. 123. Price, $1.

Permanent Bird Houses. By Gladstone Califf. Milwaukee: The Bruce Publishing Co., 1924. Pp. 64. Price, $1.

Caleb Heathcote. By Dixon Ryan Pox. New York: Charles Scribner's Sons, 1926. Pp. vii + 301. Price, $3.

Wood Finishing. By Harry R. Jeffrey (Kansas State Teachers College). Peoria: The Manual Arts Press, 1924. Pp. 175. Price, $1.50.

Vertebrate Zoölogy. By Henry Sherring Pratt (Haverford College). Boston: Ginn &; Co., 1925. Pp. xi + 341. Price, $2.20.

Constructive School Discipline. By Walter Robinson Smith (University of Kansas). Cincinnati: American Book Co., 1924. Pp.275. Price, $1.40.

Far Away and Long Ago. By W. H. Hudson. New York: E. P. Dutton &; Co., 1925. Pp. xiv + 332. Price, $1.10.

Elements of Chemistry. By William Foster (Princeton University). New York: D. Van Nostrand Co., 1925. Pp. xviii + 576. Price, $2.

Brief Guide to the Project Method. By James F. Hosic and Sara E. Chase. Yonkers, N. Y.: World Book Co., 1924. Pp. x + 243.

Expository Writing. By William S. Dye, Jr. (Pennsylvania State College). Richmond, Va: Johnson Publishing Co., 1926. Pp. ix + 372.

Oral and Written English. Upper Book. By Milton C. Potter, H. Jeschke, and Harry O. Gillet. Boston: Ginn &; Co., 1926. Pp. xvi + 510. Price, $0.96.

Elements of Astronomy. By Edward A. Fath (Carleton College). New York: McGraw‐Hill Book Co., Inc., 1926. Pp. viii + 307. Price, $3.

National Spelling Scale for Senior High Schools. By John J. Tipton (Assistant Superintendent, Allegany County, Md.). Mountain Lake Park, Md.: National Publishing Co., 1926.

The Music of the Spheres; a Nature Lover's Astronomy. By Florence A. Grondal. New York: The Macmillan Co., 1926. Pp. xiii + 334. Price, $5.

Investigations in the Teaching of Science. By Francis D. Curtis (University of Michigan). Philadelphia: P. Blakiston's Son &; Co., 1926. Pp. xvii + 341. Price, $2.

Food Study for High Schools. By Mabel T. Wellman. Boston: Little, Brown &; Co., 1926. Pp. xix + 528. Price, $1.50.

The Science of Things About Us. By Charles E. Rush and Amy Winslow. Boston: Little, Brown &; Co., 1926. Pp. xiii + 318. Price, 90 cents.

Introductory College Chemistry. By Neil E. Gordon (University of Maryland). Yonkers: World Book Co., 1926. Pp. xiv + 688. Price, $3.80.

The Learner and His Attitude. By Garry Cleveland Myers (Cleveland School of Education). Chicago: Benj. H. Sanborn &; Co., 1925. Pp. xiii + 418.

The Psychology of Elementary Education. By A. S. Edwards (University of Georgia). Cambridge: Houghton Mifflin Co., 1925. Pp. xvi + 333.

Children's Drawings. Stella Agnes McCarty, editor. Baltimore: Williams &; Wilkins Co., 1924. Pp. 164. Price, $3.

Methods of Handling Test Scores. By Luella Cole Pressey (The Ohio State University) and Sidney Leavitt Pressey (The Ohio State University). Yonkers: World Book Co., 1926. Pp. iv + 60. Price, $0.60.

One Hundred and One Famous Poems. Published by The Cable Co., Chicago, 1924. Pp. 186. Prices: Paper binding, $0.25; cloth binding, $1; De Luxe edition, $1.50.

The Word Builder. By Nina Joy Bellinger and Belle A. Mackinnon. New York: Charles Scribnert Sons, 1926. Pp. viii+ 162.

Our Unitarian Heritage. By Earl Morse Wilbur (Pacific Unitarian School for the Ministry). Boston: The Beacon Press, Inc., 1925. Pp. xiii + 485.

American Literature. By John Calvin Metcalf (University of Virginia). Richmond, Va.: Johnson Publishing Co., 1925. Pp. 562.

Office Training and Standards. By Frank C. McClelland. Chicago: A. W. Shaw Co., 1925. Pp. xviii + 283.

Letters from Famous People. By Sharpless D. Green. New York: The Gregg Publishing Co., 1925. Pp. xvii + 362.

Chemical Calculations. By Bernard Jaffe. Yonkers, N. Y.: World Book Co., 1926. Pp. xv + 159. Price, $1.28.

Stories for Junior High Schools. Edited by William Rabenort. New York: Charles Scribner's Sons, 1926. Pp. 416.  相似文献   

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