Search

Showing total 5 results
Start Over Topic foreign countries Publication Year Range More than 50 years ago Region japan
5 results

1. OCCASIONAL PAPERS ON PROGRAMED INSTRUCTION, I. PROGRAMED INSTRUCTION IN OTHER COUNTRIES.

Author

Stanford Univ., CA. Inst. for Communication Research. and SCHRAMM, W.

Abstract

REPORTS WERE PRESENTED ON THE DEVELOPMENT AND STATE-OF-THE-ART OF PROGRAMED INSTRUCTION IN THE UNITED KINGDOM, JAPAN, FRANCE, AND THE SOVIET UNION. KENNETH AUSTWICK, UNIVERSITY OF SHEFFIELD, HIGHLIGHTS THE PICTURE IN THE UNITED KINGDOM WHERE INTEREST HAS GROWN RAPIDLY SINCE 1961. THE AUTHOR POINTS OUT THAT PERHAPS THE MOST EXCITING WORK IS BEING DONE BY GORDON PASK IN THE UNITED KINGDOM, WHO IS DEVELOPING EXTRINSICALLY ADAPTIVE TEACHING MACHINES. MITOJI NISHIMOTO, DIRECTOR OF THE AUDIOVISUAL CENTER, INTERNATIONAL CHRISTIAN UNIVERSITY, REPORTS ON DEVELOPMENTS IN JAPAN, WHERE A BRIGHT FUTURE FOR TEACHING MACHINES AND PROGRAMED LEARNING IS PREDICTED. GEORGE DECOTE, BROOKLYN COLLEGE, NEW YORK, REVIEWS THE STATUS OF PROGRAMED INSTRUCTION IN FRANCE. PERSONNEL AND ORGANIZATIONS ACTIVE IN THE FIELD ARE DISCUSSED. DEVELOPMENTS IN THE SOVIET UNION ARE PRESENTED BY HARMAT VOGT, UNIVERSITY OF MARBURG. PARTICULAR ATTENTION IS DEVOTED TO CYBERNETICS IN THEORY AND PRACTICE IN SOVIET EDUCATION. NUMEROUS DEVELOPMENTS ARE REPORTED. (JC)

Published
1963

2. The Administration of American Colleges and Universities.

Author

Cowley, W. H.

Abstract

Administration can be defined as getting the work of an enterprise done; good administration constitutes a disciplined effort to keep the enterprise operating effectively, at top form. Four concepts characterize the structure of American higher education: diversity, equalitarianism, local control, and mixed state and private enterprise; some of these qualities are uniquely American, and some may be used as models for higher education in other nations. Policy-making in American higher education has three central tendencies: (1) participation of several distinct groups (lay trustees, professoriate, students, and alumni) in governance; (2) the diversified membership of boards of trustees, as compared with the historical clergy board; and (3) the influence of teachers in defining teaching and research policy. There are six central concepts in the operational control of American higher education: (1) administration as an ordered plan for performing the organization's work; (2) a stabled organization is required; (3) authority and lines of authority must be established; (4) authority involves willing cooperation; (5) an administrator must be an able and persuasive communicator of ideas and sentiments; and (6) able and persuasive communication is the primary factor in good administration. What American educators have learned from these tendencies and concepts may be useful to educators in other countries, specifically in Japan. (Author/MSE)

Published
1957

3. Pressures for Educational Change; XXIII Assembly of Delegates (Singapore, 31st July-7 August 1974).

Author

World Confederation of Organizations of the Teaching Profession, Morges (Switzerland).

Abstract

Representatives of teacher associations in 17 countries address four basic questions concerning educational change in their countries: (1) What are the most significant pressures for educational change in your country at this time? (2) What are some of the reactions of your members to these pressures? (3) What have been some of the major pressures for change in your country over the past 10-15 years? (4) Which pressures do you anticipate will exert the most influence in the foreseeable future? (Author/IRT)

Published
1974

4. Experiment in Materials Processing Engineering Education: The Industrial Internship Program. Interim Report on Task 'A'.

Author

Michigan Technological Univ., Houghton. and Weinmann, K. J.

Abstract

The problem of productivity and its impact on manufacturing engineering is the main focus of a program designed to develop a university-industry relationship that will provide professional training to students and input into the manufacturing industry. The current status of existing university-industry interaction at the foreign and domestic levels and cooperative programs are discussed as well as other tasks to be completed by the program. A paper reviewing the proposed engineering internship program is included with supporting charts. The program centers on industry, student, and university characteristics and their interrelationships. The major part of the document (63 pages) consists of two reports on visits abroad (Germany, and Japan and Korea) to study aspects of university--industry interaction. The report on Germany describes the institutions visited, contacts established, and the types of activities observed. It provides an in-depth description of engineering education and research at the university with emphasis on manufacturing. The report on Japan and Korea is presented in three parts: (1) information on engineering education in Japan, (2) individual reports on specific visits in Japan, and (3) information on technical education and research in Korea. A 45-page section presents three reports on symposia conducted and attended as part of the program. (Author/EC)

Published
1974

5. The Training of Teachers of Mathematics for the Secondary Schools of the Countries Represented in the International Commission on the Teaching of Mathematics. Bulletin, 1917, No. 27

Author

Department of the Interior, Bureau of Education (ED) and Archibald, Raymond Clare

Abstract

This bulletin is based upon reports to the International Commission on the Teaching of Mathematics concerning the development of the teacher of mathematics in the better secondary schools of different countries. For the most part, only those schools which are under the immediate direction of the Government have been considered. And even here discussion is limited to the best schools for boys and to the teachers in such schools. As a rule, the schools for girls are not as completely organized or of so high a standard. Included in this bulletin, when possible, are brief independent sketches of the educational conditions in the various countries, so that the readers may receive here in connected form condensed but definite accounts of the following phases of educational work in the country under discussion, in so far as they bear on the preparation of teachers of secondary mathematics: (1) the general educational scheme; (2) secondary schools and their relation to that scheme; (3) the mathematics taught in the secondary schools and the pupils to whom it is taught; (4) the inducements (such as salary, pensions; social position) to young men to take up secondary-school teaching as a profession; (5) the universities of the country, the courses of mathematics and allied subjects they offer, and the diplomas or certificates they confer. The countries profiled include Australia, Austria, Belgium, Denmark, England, Finland, France, Germany, Hungary, Italy, Japan, the Netherlands, Roumania, Russia, Spain, Sweden, Switzerland, and the United States. The following are appended: (A) England: Cambridge local examinations, senior students; Oxford and Cambridge schools, examination board; University of London, matriculation examinations; (B) England: Entrance scholarships examination papers, Cambridge University; (C) France: Concours for admission to the Ecole Normale Superieure and for the Courses de licenses in 1913; (D) Agregation des sciences mathematiques; (E) Germany: Reifeprufungen; Lehramtsprufungen; (F) Japan; Examination questions. This bulletin was produced with the editorial cooperation of Smith, D. E.; Osgood, W. F.; and Young, J. W. A. An index is provided. (Individual chapters contain footnotes and tables.) [Best copy available has been provided.]

Published
1918