bluuebunny/crossref_metadata_2025 huggingface dataset:
The Many‐Headed Hydra: Sailors, Slaves, and the Atlantic Working Class in the Eighteenth Century
Authors: LINEBAUGH PETER , REDIKER MARCUS
Published: October 2006

Abstract
This article uses the myth of the many‐headed Hydra, commonly employed by members of various ruling classes around the Atlantic to describe the class struggles that surrounded them, to illuminate the history of the working class in the eighteenth century. It concentrates on two groups of workers, wage laborers (especially sailors) and slaves, two zones of the Atlantic, Europe and North America, and four moments in the history of the Atlantic working class: 1747, when, in the Knowles Riot in Boston, sailors and slaves fought the King's press gangs and in so doing created one of the central ideas of the ‘Age of Revolution’ 1768, when, in the London port strike, sailors, Irish coal heavers, and others pioneered one of the central ideas and activities of the modern working‐class movement, the strike; 1776, when, in the American Revolution, sailors and slaves helped to instigate and win the world's first colonial war for liberation; and 1780, when, in the Gordon Riots, the polyglot working class of London liberated the prisons amid the greatest municipal insurrection of the eighteenth century. It argues that fixed, static notions of race, ethnicity, and nationality among historians have obscured a vital world of cooperation and accomplishment within a multi‐racial, multi‐ethnic, international working class.
On Developing ‘representations from presentations’; Observing the Laws of the Natural and Social Worlds
Authors: LANNING ROBERT
Published: October 2006

AbstractThis essay examines the use of object lessons as a component of 19th century Ontario educational practice, and demonstrates their development to interactive lessons in moral and cultural observation. It is demonstrated that the laws of nature and society were perceived as parallel systems of order. The essay then demonstrates the use of these pedagogical forms in the management of classroom situations.
Mothers and Teachers: Gender and Class in Educational Proposals for and by Women in Colonial Bengal
Authors: BANNERJI HIMANI
Published: October 2006

Abstract
This paper explores social reform as hegemonic practice, as part of a general attempt to gain moral, cultural and political leadership (Gramsci). It also claims any hegemonic practice to be gendered. Examining magazine writings by Bengali middle class women at the turn of the 19th Century on Women's education, the article displays an internal struggle on the ground of gender and patriarch, as the women seek to gain agency in a substantive way. while co‐operating within the whole class's agenda. It particularly examines the concept of motherhood, in the context of moral education, and locates this concern in the changing forms in social reproduction, especially in the situation of a new home or private life in the middle classes of Bengal.
Soviet Communism and Weberian Sociology
Authors: BREUER STEFAN
Published: October 2006

AbstractThe first section of this article gives a short outline of Weber's view on socialism, communism and the Russian Revolution. It is argued that Soviet communism is neither traditional nor neotraditional, neither charismatic in the sense of the genuine, personal charisma of its leaders, nor rational in the sense of a maximum of formal rationality. It is suggested that another Weberian category, one which until now has received only limited attention ‐ the charisma of reason ‐ overcomes several of the difficulties in which previous analyses have got entangled.
Native Scholarship: The Enigma of Self‐Definition Among Jewish and Mennonite Scholars
Authors: WINLAND DAPHNE
Published: October 2006

AbstractThe perennial search for a way to bridge the gap between human experience (both past and present) and academic discourse has produced an impressive array of theoretical perspectives and research strategies. However, despite attempts to depict the relationship between the self and other, few have considered the impact of native scholarship on the construction of knowledge. This paper examines Mennonite and Jewish scholarly efforts to represent and/or invent their own particular traditions and proposes that their frequent appeals to particularistic sentiments, which often offend academic sensibilities, raise crucial questions and offer unique insights into historical and sociological analysis.
The English State and the ‘Celtic’ Peoples 1100–1400
Authors: DAVIES REES
Published: October 2006

Abstract
The Medieval English state had been studied by historians largely on its own terms and from its own records, enriched by an occasional reference to continental comparisons and contrasts. This will no doubt remain the primary approach; but it can be usefully supplemented by also looking at the English state through its impact on other ‘Celtic’ countries in the rest of Britain and Ireland which it brought, either permanently or temporarily, within the ambit of its power. English rule in Wales, Ireland and, briefly, Scotland can thereby serve as a mirror in which one may see refracted some of the essential qualities and mentalités of the English state itself—notably its increasingly self‐consiously English character in terms of its own identity and institutions and the growing assumption that there should be a good measure of governmental uniformity and bureaucratic answerability in the lands which it had annexed. English rule in the ‘Celtic’ countries also brings into sharp focus how dependent the medieval English state was for its operation on an effective relationship between state and society; the failure to replicate that relationship substantially in Wales and Ireland showed that there was more to successful political integration than military might and governmental uniformity.
Peasants against the State in the Body of Anna Maria Wagner An Infanticide in Rural Austria in 1832
Authors: REBEL HERMANN
Published: October 2006

Abstract
Infanticide, as a historical issue, has been embedded in analytical contexts that marginalize the phenomenon in ways that resonate with the ‘original’ marginalizations at the moment of historical occurrence. By building on the 'social reproduction’ model of demographic behaviour ‐ following Viazzo and others ‐ and by examining archival evidence from household inventories, court files and gynaecological hospital records to focus on a particularly revealing Austrian infanticide case, we can argue that householders in post‐1750 Austria, losing control over inheritance to an interventionist state, resorted to extreme measures, including infanticide, to balance their 'social reproduction’ accounts and protect their patrimonies. In the process there emerged both private and public languages that suppressed a conscious awareness of these dire but ‘necessary’ acts.
Indians, the State and Law: Public Works and the Struggle to Control Labor in Liberal Ecuador
Authors: CLARK A. KIM
Published: October 2006

Abstract
This article explores the functioning of the state‐system and the emergence of a particular state‐idea in early twentieth century Ecuador by analysing relations between Indians and the state in labor recruitment for municipal public works construction in the Andean region of Alausí. The idea of the state as a dispenser of equal justice was successfully called on by indigenous peons in their resistance to forced labor recruitment by local officials of the state. The enhancement of this idea of the state simultaneously undermined the functioning of the state‐system at the local level, and legitimized central state authority.
From IRCA to Orca: Apprehending the Other in ‘Your San Antonio Experience’
Authors: CHAPIN JESSICA
Published: October 2006

Abstract
From the Alamo to Sea World, the San Antonio tourist experience reiterates an historical and ethnic narrative that positions the Anglo‐American subject in relation to the Mexican as ‘other’. Like the Immigration Reform and Control Act (IRCA) of 1986, this strategy of definition and containment is inseparable from profound ambivalences about the possibility of effectively ‘naturalizing’ difference. In ‘remembering the Alamo’, the tourist is faced with the possibility of dis‐integration and an inversion of the colonizer/colonized relationship.
Native Dirt/Imperial Ordure: The Cholera of 1832 and the morbid resolutions of Modernity*
Authors: PRASHAD VIJAY
Published: October 2006

Abstract
Why is India treated as the standing menace to the public health of the world? Is it something peculiar to Indian tradition which prevents India from enjoying the fruits of universal modernity? Or perhaps, is it the emergence of institutions and of other politically organized subjections in a history of colonialism which endowed India with a brand of colonial modernity? By using the cholera epidemic of 1832 and the efforts to rebuild and restructure everyday life in Europe and in India, this essay attempts to answer such questions. It is in the aftermath of the epidemic that various ideological positions are clarified, with the result that bourgeois culture demonstrates its limit in colonialism.
Forward vs. Reverse Gear: Politics of Proliferation and Resistance in the Italian Fascist State
Authors: KRAUSE ELIZABETH L.
Published: October 2006

AbstractGender is a useful category for historical analysis of the project of Italian fascist nation‐building, how it proceeded and how it became trapped in its own paradox. Fascist policies played upon normative and limited gender stereotypes of women as mothers and prolific bearers of children, yet in the process the dictatorship constructed women as political subjects for the first time in the history of the Italian nation. This paper focuses on the fascists’ demographics campaign ‐Il Duce'spolitics of proliferation—and investigates the possibility of subjectivity as a site for political struggle and resistance. Practices such ascoitus interruptusand abortion, it is suggested, conformed to one hegemonic process while they defied another.
A century of change in occupational segregation 1891–1991
Authors: HAKIM CATHERINE
Published: October 2006

Abstract
Data from the Population Censuses for 1891 and 1991 are analysed to assess long term trends in the degree and pattern of occupational segregation. Two competing theories are addressed: that occupational segregation is linked to levels of female employment, and that occupational segregation was prompted in the nineteenth century by a concern to control sexuality and fertility behaviour. Sociologists have overlooked the impact of social factors outside the labour force on developments within the workforce.
Crafting the Collective Identity: The Origin and Transformation of Taiwanese Nationalism*
Authors: LO MING‐CHENG
Published: October 2006

AbstractThis essay starts with the observation that the common perspective on third world nationalism, which emphasizes the centrality of West/non‐West tensions, is inadequate in explaining the development of specific nationalist discourses in the third world. As an attempt to come closer to a good understanding of the specific situations of third world nationalism, it engages in a case study of post‐war Taiwan, whose nationalist discourse had gone through three phases: Political Nationalism, Rational Nationalism, and Identity Nationalism. How and why these different phases developed constitutes my overarching question.

Noting the importance of social relationships and the specificity of contextual constraints in the life of a nationalist movement, I develop a perspective which stresses relationality and contingency. This newperspective leads to the recognition of the centrality of the relationships among the ruling party (the KMT), Taiwanese nationalists, social groups in Taiwan, and the dominant regimes in the world system in understanding the transformation of the Taiwanese nationalist discourse. This study points to the multiplicity of domination and contention, the reflection upon which reveals that particular groups, such as the bourgeoisie, are likely to occupy contradictory positions in the nationalist struggle, and that such contradictions may amount to transformative forces.
Memory and (Dissemi) Nation: Völkerschlachtdenkmal and Deutsche Bücherei at Leipzig 1813/1913 Between Real Bones and Symbolic Letters1
Authors: ERNST WOLFGANG
Published: October 2006

Abstract
At Leipzig, the monument to the victorious battle against Napoleon in 1813 was inaugurated one hundred years after the event. The article raises the questions: how far is the authority of the monument dependent on material relics (bones) and what correspondences are there between symbolic commemoration and the infrastructure of national memory as represented by the neighbouring German Library at Leipzig. The dimension of sacred space and time’ is set against the hardware of agencies of memory, while an archaeological perception serves methodologically as a challenge to historical discourse in processing the material or textual archives of the past.
Situating the Subaltern: History and Anthropology in the Subaltern Studies Project
Authors: SIVARAMAKRISHNAN K.
Published: October 2006

Abstract
Subaltern Studies provided a powerful and innovative revision of the historiography of colonial India through a fusion of history and anthropology. Yet sustained evaluation of their interdisciplinarity, its intellectual bases and programmatic accomplishments is something that has been largely neglected in the numerous scholarly reviews of the collective. This essay traces the shifts in Subaltern Studies’ methods, assumptions and propositions to identify the problems and possibilities of anthropological history when this mode of analysis is applied to questions of colonialism, resistance and power. The earlier volumes are discussed in detail and then, in conclusion, juxtaposed briefly with the latest trends in Subaltern Studies.
Colonialism and its Contradictions: Indians, Blacks and Social Power in Sixteenth and Seventeenth Century Mexico
Authors: LEWIS LAURA A.
Published: October 2006

AbstractThis article examines patterns in the black/Indian relationship in Mexico during the sixteenth and seventeenth centuries. It focuses on microlevels of society and on the practice of power in two pivotal domains, one centered on instances of labor coercion and civil control, and the other on what was labelled “witchcraft.” The analysis suggests that Spanish colonialism embodied contradictions at its very foundations as it created sites of power for both blacks and Indians, who were alternately constituted as dominating and subordinated subjects vis‐à‐vis each other and the Spanish colonizers.
The Objectives and Structure of Undergraduate Projects — I
Authors: Harding A. G.
Published: October 2006

The arena in which one may expect to see the broadest number of changes and the highest potential for dramatic demonstration of the effectiveness of educational technology will be in the developing nations of the world. The primary reasons for this suggestion are that the severity of educational problems in these countries — a severity of crisis proportions — and the hypothesis that these nations are not as strongly committed to the old‐fashioned paradigms as are the more developed nations. The heavy pressure to increase both the quality and quantity of education, and to increase education's contribution to the nation's growth, are causing many to look hopefully toward educational technology. The technological approach, building on the base which it has developed over the past fifteen years, should be able to demonstrate that it is capable of meeting the challenge. One certainly hopes it will.
Programming Creative Behaviour
Authors: Razik Taher A.
Published: October 2006

This research is designed to ascertain the extent to which programmed instruction is capable of developing creative behaviour. The objectives were: (a) whether or not subjects receiving creative problem‐solving training by programmed methods alone show an increase in creative ability as do subjects receiving the same programmed materials by instructor‐taught methods; (b) whether or not either or both groups show a significant gain in creative ability and (c) the attitudes of the subjects toward the two methods. The pattern of results of the various tests of creative ability permits the generalization that the instructor‐taught programmed groups were superior to those who took the programme alone and to control groups; and the groups that took the programme alone were superior to the control groups. The tests most representative of this outcome were Elaboration, Fluency, Flexibility, Alternative Uses, Originality and Consequences. In addition, data was obtained on students' attitudes towards both methods of instruction.
The Provision of Support Staff for the Design of Teaching and Learning in Universities in the United Kingdom: a Survey
Authors: Harris N D C
Published: October 2006

The results from a survey of the support staff in 17 universities in the United Kingdom are described. The universities covered a wide range of size, date of foundation and origin. From the data some simple generalizations are deduced. The paucity of support staff in many universities is abundantly clear.
An Evaluation of the Cost‐Effectiveness of Audiotaped and Videotaped Self‐Study Media Presentations
Authors: Spencer Kenneth
Published: October 2006

Two self‐study media presentations, booklet‐tape and videotape recording (two formats) were evaluated in order to determine the relative cost‐effectiveness of the presentations. Three topics from an elementary electronics theory course were prepared in three different versions, and relevant costs were calculated. The results of the study indicated that the differences in mean scores for all comparisons did not justify the greatly increased costs associated with videotape recording.
Increasing the Effectiveness of Educational Films: a Selected Review of Research
Authors: Marchant H
Published: October 2006

This selected review of film research from the vast literature on film as a medium of communication attempts to identify those characteristics of variables which research suggests may contribute to the effectiveness of instructional films. The inclusion of studies was largely determined by their relevance to practical application by film users. Emphasis has, therefore, been given to studies concerned with film utilization procedures and audience variables.
The Role of Self‐Paced Self‐Study in Undergraduate Science Teaching II. The Impact of Higher‐Level Educational Aims
Authors: Davies E R
Published: October 2006

This article predicts that if self‐paced self‐study is used for developing higher abilities such as problem‐solving, an increased amount of teacher‐student discussion will be required. This may make self‐pacing less economical than teacher‐pacing. In addition, teaching‐pacing offers advantages which are particularly relevant to the developing of higher abilities. Finally, higher abilities do not appear to involve sequences of crucial steps in learning, so no loss should result from the use of teacher‐pacing.

Since most scientific subjects involve both deductive and higher abilities, some combination of self‐ and teacher‐pacing seems preferable. A new hybrid scheme for achieving this is considered.
Television in the Education of Teachers: a Case Study
Authors: Yorke D M
Published: October 2006

Videorecording has become increasingly used in teacher education during the past decade, largely in connection with microteaching. The balance of evidence so far reported suggests that microteaching programmes result in the acquisition of skills by students in tightly‐structured laboratory sessions: however, when the criteria of success are aspects of subsequent classroom teaching the research findings are inconsistent.

This small‐scale study sought to compare the relative effect of two short courses in the general methodology of teaching on the subsequent classroom performance of student teachers. One course was wholly lecture‐based, while the other required students to develop their teaching competence through devising lessons and teaching them to groups of approximately fifteen top junior pupils. These lessons were videorecorded and the videorecordings were discussed in the presence of a supervisor, who guided the discussion towards matters covered during the lecture course.

The relative effectiveness of the two treatments was assessed by comparing the subsequent classroom teaching performance of seven volunteer students from each group, the criterion being the performance of their pupils on a test constructed by the author. No significant difference was found between the two groups.

The study illustrates a number of the problems associated with investigations into two important, and surprisingly neglected, areas of research—the validity and transferability of skills required during courses of teacher education.
The Educational Evaluation of NDPCAL
Authors: MacDonald Barry
Published: October 2006

The main object of this article is to give the reader a preliminary overview of the educational strengths and weaknesses of computer assisted learning within the experience of the NDPCAL. UNCAL (UNderstanding Computer Assisted Learning) is a four year independent educational evaluation team, commissioned by the NDPCAL and located at the University of East Anglia.
Anatomical Instruction: Curriculum Development and the Efficient Use of Audio–Visual Aids
Authors: Sistek Vladimir , Harrison John
Published: October 2006

On the average, a North American (Canada and USA) school of medicine in the academic year 1973–74 used approximately 185 hours for anatomical instruction. The diminishing hours of anatomy courses are placing more burden on the efficiency of teaching methods, the competence of the teacher, and lead logically to an increasing demand for high quality audio‐visual aids. The authors believe that the proper use of the tools of instructional technology, and familiarity with the principles governing their use, is a prerequisite for professionalism in teaching. The development of a pilot series of conceptual multi‐media modules in anatomy is described. The aesthetic and communications philosophy adopted during their development, and technical reasoning for the medium chosen, are discussed.
Costs of Videocartridges as Self‐Instructional Materials in the Library
Authors: Harris N D C , Kirkhope S
Published: October 2006

The use of videocartridges as self‐instructional material in libraries has increased considerably during recent years. An analysis of the costs of such provisions is outlined. The costs relate to a particular university, but it is suggested that the range of costs should cover most similar institutions. Full details of the assumptions and the basis of the cost analysis are included based on methods used by other workers but incorporating additional elements. A considerable investment in materials and staff is involved in a service such as this. Is it worth investing in these materials?
Curriculum Coalitions: rise and demise
Authors: Robins L J
Published: October 2006

This paper results from an unexpected immersion at short notice into curriculum development when I filled a vacancy in the team of tutors teaching fourth‐year BEd students in a college of education. Whilst I attempted to become familiar with the area in the longer term through background reading, the immediate demands of weekly seminars were met in part by transplanting to curriculum development some ideas and concepts from my own subject which is politics. Although I rejected the predominant goal paradigm found in my new subject, few of my political analogies met with great success in filling the vacuum created. One such transfer, however, which involved introducing my students to the games theory concepts of choice, conflict and coalition, seemed to hold more promise than others. It is explored below within the framework of a brief case‐study. Because the sort of data does not exist at present which allows an undeniable explanatory link between the model and ‘reality’, the case‐study serves in the main an heuristic purpose. The underlying argument of this paper is, then, that the field of curriculum development would profit from a self‐conscious search of the methods of more established disciplines until a satisfactory mode of analysis of its own is found.
Computer‐Based Education: a case for planned culture change in the school
Authors: Blumenfeld G J , Hirschbuhl J J , AI‐Rubaiy A A
Published: October 2006

The paper relates the uptake of computer‐based education in schools to the socio‐cultural pattern operating in the school.

It is suggested that innovational disseminators must become involved in the behaviour and communication pattern of the school if they are to successfully introduce their innovation. The need for the user to perceive personal benefits and the need to involve local leadership in introducing an innovation is emphasized.

A 1972 Carnegie Commission Report suggests that the education industry is currently sitting on the brink of its first technological revolution in five centuries—the revolution of the new electronics. According to this report, three major revolutions in education have already taken place.

The first three revolutions were marked by the introduction and adaptation of the written word; the use of textbooks that followed the invention of movable type; and the implementation of universal public education. The fourth revolution can facilitate attainment of universal public education by introducing technology associated with electronic communication and data processing systems. However, few educational institutions have availed themselves of this opportunity.

This paper deals with general concepts of planned culture change that could reduce education's resistance to technological change. Ethnographic parallels are utilized to demonstrate the use of the principles of culture change and technological innovation in the culture of the schools.
Towards a System of Continuing Self‐Development for Teachers
Authors: Habeshaw Trevor
Published: October 2006

Bristol Polytechnic has run a formal in‐service training course for new staff since 1973. During this period a number of changes have taken place in the philosophy and detail of the course which now has four broad components: ‘assessment’; ‘setting objectives’; ‘learning activities, materials and methods’; and ‘evaluation’.

The rationale for these changes is explained in terms of a reappraisal of the perceived needs of new members of staff, and the characteristics of the approach are outlined along with details of the programme.

A discussion section includes data from the interim and final evaluations of the programme by the course members.

In a series of appendices, examples of exercises and activities drawn from the four broad areas of the programme are reproduced.
Language and the Deaf: an interactive microcomputer‐based approach
Authors: Sewell D F , Clark R A , Phillips R J , Rostron A B
Published: October 2006

This paper reviews some of the language problems faced by deaf children in the light of psycholinguistic research, and considers several requirements for the provision of a meaningful language learning environment for the deaf. The utility of computer‐aided instruction (CAI) in the education of the deaf is discussed, and a language manipulation program (entitled JUMBLE), designed to meet the specified requirements, is described. Preliminary findings using this program are presented, and implications for the future development of the approach advocated are discussed.
A Review of Keller Principles with Reference to Mathematics Courses in Australasia
Authors: Imrie B W , Blithe T M , Johnston L C
Published: October 2006

This paper considers some treatments and adaptations of Keller's first principles and advocates a mastery requirement for all university courses which are prerequisites for further study. A summary of Keller or PSI Mathematics courses in universities in Australia and New Zealand is given.

With reference to the general aim (of mathematical education at universities) of ‘problem‐solving’, there are limitations to the application of a mastery principle which requires an explicit statement of objectives. However, the principle of mastery does offer guidelines for the university teacher, which may be used with conventional timetabled, lecture‐paced teaching methods. A two‐tier structure of assessment is described which incorporates levels of mastery (tier I) and of problem‐solving (tier II).
Heading for the Ha‐Ha
Authors: Simpson Brian
Published: October 2006

Some educationalists predict that it will not be long before modern technology—especially the microchip—revolutionizes education, automating traditional teachers, tutors and industrial instructors into oblivion. In this paper I argue that such fears—or what some call hopes—are groundless. Few of the more important ways in which human teachers interact with students can be electronically simulated. For as far ahead as it is possible to see, educators will be people rather than computers, and the dominant educational medium will continue to be the printed and spoken word rather than the image on a screen. There will be no great boom in computer‐assisted instruction (CAI); computers, video (including videodisc) and the other products of modern technology will advance their status as useful educational tools, but they will not revolutionize education.
Wisconsin Educational Telephone Network: how to run educational teleconferencing successfully
Authors: Reid Fraser J M , Champness Brian G
Published: October 2006

For a decade and a half the residents of the state of Wisconsin have had access to a distance education service that has few rivals in the world. Centred on the capital Madison, the University of Wisconsin's Educational Telephone Network (ETN) links together over 200 classrooms across the state on what is virtually a huge ‘party line’, enabling students to listen to a lecture or panel discussion, ask questions and exchange ideas with other students hundreds of miles distant. There can be little doubt that the service has been highly successful, as the growth in the network and its facilities clearly testifies. This paper summarizes documentary data concerning the network, and attempts to identify the chief reasons for its success by examining network services, operation, administrative organization, and performance in meeting the needs of the individuals and organizations that use it. From this analysis four reasons for ETN's success are identified: (1) the network forms an integral part of the University of Wisconsin‐Extension's state‐wide teaching responsibilities and services, (2) the service meets the needs of a single, well‐defined audience sector, (3) regional organization of the telephone network has enabled ETN to benefit from large‐scale operations, and (4) programme support services may compensate for differences between telephone and face‐to‐face conferencing.
A Strategy for Reviewing the Role of Educational Television in Infants’ Schools
Authors: Choat Ernest
Published: October 2006

Minimal consideration has been given to the function of educational television in the education of young children. Teachers have to overcome habits adopted with children's home viewing, and rationalize how television can be part of the curriculum before efficacy materializes. This does not appear to be happening with many infants’ school teachers. Educational television broadcasts do not seem to be used as an ongoing teaching element to stimulate experiences beyond children's normal school activities. The entire blame cannot be attributed to the teachers for they have been given little guidance on the use of educational television during initial training or in subsequent in‐service provisions, and in curriculum theory. It is necessary therefore to collect and analyse carefully information about the effects of educational television on infants’ school children and the conditions which appear to influence whether or not it is educationally effective, but this cannot be done until a satisfactory monitoring procedure is established.
Instructional Goals: determination and specification
Authors: Duchastel Philippe , Steve Michael
Published: October 2006

This paper develops the argument that the form in which instructional goals are specified should depend on the nature of the knowledge underlying the particular instruction being developed. It examines the two central issues of goal determination (how goals are derived) and goal specification (how they should be represented) in order to counter the assumption that one type of goal formulation (be it via behavioural objectives, work models, or cognitive objectives) is optimal for instruction.
The Use of Textbooks for Advanced‐Level GCE Courses in Physics, Chemistry and Biology by Sixth‐Form Students
Authors: Newton D P
Published: October 2006

This is a report and analysis of a survey of A‐level textbook use in physics, chemistry and biology by sixth‐form students, taken at the end of their courses in English secondary schools. Texts are being used but primarily after the lesson, at the student's discretion and with great variations between students as far as the amount read is concerned. Biology texts were used, on average, the most and physics texts the least. Differences also existed in the detailed nature of use. The implications for textbook critics, writers, teachers and teacher trainers are briefly discussed.
A Practical Introduction to Authoring for Computer Assisted Instruction. Part 3: MICROTEXT
Authors: Barker P G , Singh R
Published: October 2006

MICROTEXT is a new CAI authoring facility that has recently been developed by the United Kingdom's National Physical Laboratory. This paper presents an overview of the language, describes the mechanism of lesson creation and then outlines some of the applications for which we have been using it.
An Analysis of Aptitude as a Predictor of Achievement in an Individualized Mode of Health Instruction
Authors: Gay John E
Published: October 2006

This author questions the traditional relationship between aptitude and achievement in an individualized mode of health instruction. Measures were taken on time in instruction, gain scores from pre‐ to post‐tests and score on the American College Test Battery on 120 students in an open learning centre. An individualized mode of instruction was used with printed and mediated materials. An analysis of these data indicated that time was a more significant predictor of gain than aptitude. As students spent more time in this programme, their gain scores increased. This seems to be typical of the learning theory.
A Practical Introduction to Authoring for Computer‐Assisted Instruction. Part 4: STAF
Authors: Barker P G , Wilford J
Published: October 2006

STAF is an authoring facility that was developed primarily to aid the teaching of science‐based subjects. Since its development it has been used for the production of courseware that embodies a variety of different instructional strategies. This paper provides an overview of STAF, outlines some of its strengths and weaknesses as an author language and then describes some current areas of computer‐based teaching in which it is used.
Computers and Education: the software production problem
Authors: Nicolson R I , Scott P J
Published: October 2006

Following an analysis of the stages in software production this paper argues that team production remains the only satisfactory method of providing high quality software but that the key to a higher quantity of reasonable quality computer‐assisted learning production lies in the development of support technology adequate to permit individual teachers to develop software within their existing curriculum framework. Three promising approaches—software toolboxes, CAL program shells and software CAL analysts—are described.
Approaches to Study of Distance Education Students
Authors: Harper G , Kember D
Published: October 2006

The‘Approaches to Studying’inventory of Ramsden and Entwistle (1981) was administered to groups of external and internal students at Capricornia Institute and the Tasmanian College of Advanced Education. Factor analysis revealed a similar factor structure for external students to that of the total sample. This finding, together with analysis of variance data, is taken as evidence that it is valid to use the inventory and the associated theories on learning styles with distance education students. Analysis of variance data showed differences in learning styles for older students. The implications of this finding for the design of distance education courses are discussed.
A Practical Introduction to Authoring for Computer Assisted Instruction. Part 9: database support
Authors: Barker Philip
Published: October 2006

Database technology is often used to facilitate the manipulation and management of large volumes of data, information, and knowledge. In doing this, databases themselves are often used to model real‐world situations involving different types of entity and the relationships that exist between them. Through the use of appropriate case‐studies this paper discusses how database technology might be usefully employed in order to enhance and extend the quality of a student's computer‐assisted learning experience.
Microcomputers in Mathematics Teaching
Authors: Ball Derek
Published: October 2006

The use of computers is of considerable value for those learning mathematics. Their effective use depends upon adequate teacher education and the provision of sufficient hardware in classrooms where mathematics is taught. The purpose of using computers in mathematics classrooms is to engage learners’ interest and involvement in the mathematics they are learning. To achieve this learners need to be in control of what they are doing. At present, turtle geometry and the use of relatively limited software packages appear to be most effective for this, but in the near future it should be possible to develop software tools which are both powerful and easy to use. These are likely to include information‐retrieval packages; spreadsheets; and also ‘microworlds’ written in a language such as Logo or Prolog.
Text Screen Design for Computer‐Assisted Learning
Authors: Isaacs G
Published: October 2006

Presenting lessons effectively on the screen is one of the central problems in computer‐ assisted learning. Yet the literature on the design of screen layout to maximize comprehension, and, hence, learning in computer‐assisted learning, is very small. In this paper that literature is reviewed as far as it pertains mainly to text screens. The somewhat more extensive literature on the design of instructional text is also examined in order to extrapolate principles which may also apply to screen design. Information is presented both about the presentation of text and about the design of screen layouts as a whole.
Computer assisted learning in Singapore
Authors: Barker Philip
Published: October 2006

Many nations are now using computers in order to provide their peoples with improved educational opportunities and a competitive edge in developing an effective workforce. In 198 7, the author visited Singapore in order to assess (a) how effectively computer assisted learning techniques are being used within its educational system, and (b) how other nations might benefit from Singapore's experience. This article reports observations from this visit.
Computer conferencing: a contribution to self‐directed learning
Authors: Mason Robin
Published: October 2006

This article describes computer conferencing in its educational context, particularly as a tool for encouraging greater autonomy in the learner. Conferencing experiments at the Open University with a large undergraduate course (1000–2000 students) are described, and guidelines proposed: the conferencing system must be integral to the course and related directly to an assessment, the facility must be easy to use and the conference moderator needs special skills to manage the conference. Various problems can arise, such as the non‐participant ‘lurker’ and the dominant personality. Ways in which conferencing can improve educational interaction are suggested. With an innovation as untested as conferencing, it is premature to expect definitive answers; rather this paper poses questions and identifies issues about the role of conferencing in education in the future.
Display and interaction features of instructional texts and computers
Authors: Duchastel Philippe C
Published: October 2006

The design of instructional texts is an area of educational technology which is attracting considerable interest, much of it centered on the display of information and on student‐text interaction. This article discusses whether techniques found useful in text design can be transposed to the display of CAL materials. Each medium has its problems and advantages; at present, little is directly transferable from one medium to the other. The computer‐presented ‘dynamic book’ concept provides an example of how to combine giving learners control over the presentation with book‐style indexing and browsing.
An approach to research on distance learning
Authors: Marland Perc
Published: October 2006

Distance education literature contains little discussion of paradigms suitable to researching learning at a distance. This is a pity, since the existence of clearly defined paradigms can offer considerable benefits to researchers in the field. In this article, the author discusses the meaning of the term ‘paradigm’ and advances the value of having clearly defined paradigms, as well as outlining a hybrid paradigm for research on student learning. This builds on a socio‐anthropological paradigm used in research on student learning at the tertiary level and incorporates the mediating process paradigm for teaching effectiveness research. Although the paradigm could be used to study learning in a variety of contexts, here the author explores its application in distance learning research, and, in particular, in the investigation of how distance students learn from textual material.
The diffusion of educational technology in Indonesia: a multi‐faceted approach
Authors: Ely Donald P
Published: October 2006

Indonesia, like many developing countries, has problems of increasing numbers of students, shortage of qualified teachers, limited resources and strong support for traditional schooling. Educational technology has been introduced to help alleviate some of the problems and has been relatively successful over the past 15 years. A planned effort to use educational technology in appropriate ways began in the mid‐1970s and is still growing. Such success does not come easily. The lessons learned from this effort are explicitly stated in four categories: (1) cultural affairs (2) personnel and training (3) organisation and management and (4) leadership. Each ‘lesson’ is stated as a principle or guideline. Conclusions emphasise the importance of leadership, commitment, local control, long‐range planning and the presence of a communications satellite.
The effects of sex of speaker and listener on recall from a medical audiotape
Authors: Hartley James , Brown Cathryn , Michael David
Published: October 2006

Two studies are reported that examine the effects of the sex of the speaker and the sex of the listener on recall from a medical audiotape on multiple sclerosis. Previous research in other contexts has suggested that males might be more effective speakers than females, that males might be more effective listeners than females, and that there might be an interaction between the sex of the speaker and the sex of the listener so that male listeners might recall more from male speakers and female listeners might recall more from female ones.

Despite considerable differences between the two reported studies, the results from both were very similar. Both produced no evidence to support any of the above suggestions.
Ergonomic factors and student learning
Authors: Taylor Andrew
Published: October 2006

The author reports a survey of computer users in a department of business studies in a college of further education. The survey addressed the human factors problems attendant on computer usage and revealed that 80% of students had experienced problems. Follow‐up discussions with students and teachers highlighted a general lack of understanding of the pertinent human factors issues and of realistic preventive measures. These findings are a source of concern since human factors aspects are central to such business courses. Moreover, such findings may have more widespread significance: there may be implications for all teachers involved with computers and for the content of computer‐based education curricula. The results show that ergonomic problems are more common than might be imagined, that ergonomic principles are not understood by teachers or students, and the subject is seldom properly emphasised in the syllabus.
Computers in Third World schools: the example of China
Authors: Hawkridge David
Published: October 2006

The introduction to this article discusses a dilemma facing many Third World countries: should they place computers in their schools and, if so, for what purposes? The author outlines four common rationales—the Social, Vocational, Pedagogical and Catalytic—and refers to two less common ones—the Information Technology Industry and Cost‐effectiveness Rationales. The main text describes policy in China at national level, and analyses policy and practice in Beijing City and Zhejiang Province. The paper is based on an international co‐operative study of computers in African, Asian and Arabic‐ speaking schools, funded by the Harold Macmillan Trust.
A pragmatic approach to courseware development in WIMP environments
Authors: Duncan Charles
Published: October 2006

Courseware development often involves a great deal of effort. One approach to minimising effort while maintaining flexibility is illustrated, using a tutoring system as an example. The system comprises two parts: a ‘shell’ which contains facilities useful for many different subjects, and an interpreter which generates questions which are subject specific.
Teleconferencing in student teacher supervision
Authors: Cross William K , Murphy Peter J
Published: October 2006

Demands for accountability, tighter fiscal policies and political pressures required many post‐secondary institutions in the early 1980s to seek new strategies for improving their cost efficiency. Advances in communication technology were perceived by some institutions as a means of maintaining and even diversifying services at minimal cost. Although positive economic returns often appeared attractive, educational benefits were frequently less than anticipated. Misunderstanding, poor communication and insufficient information, as well as professional conservatism, resistance to change and support for traditional practices, tended to prevent contemporary communication systems from being applied extensively in higher education.
Self‐instructional videocourses: a cost‐effective approach to in‐service training of teachers in special education
Authors: McEvoy John , McConkey Roy
Published: October 2006

The article describes employing a short self‐instructional videocourse as a form of in‐service education for teachers of children with severe learning difficulties. The study examines the feasibility of training teachers to implement simple teaching games in the classroom, aimed at enhancing the basic number skills of children with severe learning difficulties. Teachers’attitudes to the materials were positive, and the videocourse was effective in helping to improve the counting ability of a sample of thirty children. The provision of training opportunities for teachers using videocourses is supported. The article concludes with a discussion of some of the features of the self‐instructional model employed in the study.