bluuebunny/crossref_metadata_2025_split huggingface dataset:
Relationships Among Second Language Proficiency, Foreign Language Aptitude, and Intelligence: A Protocol Analysis
Authors: Sasaki Miyuki 
Published: October 2006

The present protocol analysis supplements Sasaki's(1993) study, which used structural equation modeling to investigate the relationships among measures of second language proficiency (SLP), foreign language aptitude, and two types of intelligence (verbal intelligence and reasoning). In the present study, 6 participants randomly selected from the same subject pool took different types of SLP tests, a foreign language aptitude battery, and an intelligence test. The researcher attempted (a) to test Bachman and Palmer's (1982) hypothesis that a general SLP factor is related to the amount of information processing required for solving a given item, (b) to compare cognitive processes and strategies employed for different types of aptitude/intelligence tests, and (c) to compare the quality and quantity of test‐taking processes employed by students with different levels of SLP.The results provided important information not captured in the previous product‐oriented psychometric study (Sasaki, 1993). First, Bachman and Palmer's (1982) hypothesis only partly supported the data. The size of the general second language proficiency (SLP) factor effect on test scores did not completely correspond to the amount of information processing required by these tests. Second, the protocol analysis helped to check the validity of the tests. Most of the tests appeared to measure what they were supposed to measure. Lastly, the results revealed differences in information processing between the high and low SLP groups. The high SLP group differed from the low SLP group in assessment, planning, and execution of problem solving processes.
MACROECONOMIC THEORY AND POLICY
Authors: Sayer Stuart 
Published: October 2006

Books reviewed in this article:Olivier Jean Blanchard and Stanley Fischer (1989) Lectures on Macroeconomics.Keith Cuthbertson and Mark P. Taylor (1987) Macroeconomic Systems.Andrew Stevenson, Vinantonio Muscatelli and Mary Gregory (1988) Macroeconomic Theory and Stabilisation Policy.
A COMPARISON OF SOME INTRODUCTORY AND UNDERGRADUATE ECONOMETRIC TEXTBOOKS
Authors: Harris Mark N. , Macquarie Lachlan R. 
Published: October 2006

Books reviewed in this article:William H. Greene (1993) Econometric Analysis (Second Edition)William E. Griffiths, R. Carter Hill and George G. Judge (1993) Learning and Practicing EconometricsGeorge G. Judge, R. Carter Hill, William E. Griffiths, Helmut Lütkepohl and Tsoung‐Chao Lee (1988) Introduction to the Theory and Practice of Econometrics (Second Edition)G. S. Maddala (1992) Introduction to the Theory and Practice of Econometrics (Second Edition)
‘Are we not [Civilized] Men?’: The Formation and Devolution of Community in Northern Mexico
Authors: NUGENT DANIEL 
Published: October 2006

Abstract
The paper engages several of the issues raised by Cohn and Dirks’ statement on The Nation State, Colonialism and the Technologies of Power’ (“Beyond the Fringe’1988). It presents an account of the relationship between a community of armed peasants and the state in northern Mexico. The argument is that despite cyclic periods of coincidence and antagonism between the politico‐ideological projects of state and community, an historical analysis of the experience of the people and town of Namiquipa, Chihuahua, reveals certain continuities in the forging of an alternative political‐cultural space, regardless of the character of the community's relationship to the state at any time.In Mexico ‐ as everywhere ‐ the function of the State is the maintenance of the existing order, i.e. the maintenance of social inequality. A task for the social scientist is to document and analyse the regional strategies of the State, through the study of both the federal government and the actors who receive delegated power from it…. [T]he State apparatus is also in charge of distributing differential benefits among the population. The logic of this distribution transcends rural aspects and regional boundaries and refers to the historical dynamics of the Mexican nation, which manifests itself in the configuration of the State at different periods of time and is conditioned by the existing correlation among international forces. But from such macro‐political panorama one must descend to its implications for regional development (Guillermo de la Pefia 1981: 259–260).Neither the peasants nor the State is an autonomous entity. Both are associated with other complex dependencies, with other forces and pressures. Both are stratified within and divided by interests that often contradict each other. The contradiction between the peasants and the State is not the only one in the country, and thanks to a coalition of many interests, it is not even the most apparent. However, it is the essential one in the sense that the changes that would radically and basically affect the entire situation can only be generated within it (Arturo Warman 1980:7).
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.
Programming Creative Behaviour
Authors: Razik Taher A. 
Published: October 2006

AbstractThis 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

AbstractThe 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

AbstractTwo 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

AbstractThis 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

AbstractThis 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

AbstractVideorecording 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

AbstractThe 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

AbstractOn 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

AbstractThe 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

AbstractThis 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

AbstractThe 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

AbstractBristol 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

AbstractThis 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

AbstractThis 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

AbstractSome 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

AbstractFor 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

AbstractMinimal 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

AbstractThis 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.