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Three separate but related questionnaires were administered to the primary teachers, students in grade 6, and their parents in a predominantly rural Australian school district, to learn how each of the groups saw the role of the primary school. The study revealed serious differences in attitude between teachers and parents, as well as between teachers and children, about the main purposes of schooling. Most parents and students adhere to the traditional goal of the child acquiring that body of knowledge and skills which will qualify him for later success. However, many teachers see their role in wider and less definite terms. Almost half (46 percent) of the students agree that "much of what schools do is a waste of time," and 60 percent of the students agree that "music, art, and craft should receive more time in the school day." (Author/MLF)

This book consists of 19 selected papers that focus on the broad topic of education in the South Pacific. All the papers were originally presented at the Fifteenth Annual Conference of the Australian College of Education, which was held in May 1974. Titles of the papers include "Educating for Self Reliance (the Buntine Oration for 1974),""The Need for a Cultural Programme: Personal Reflections,""Education for What?""Cognitive Development and the Papua New Guinean Education System: Some Findings,""Monitoring Educational Development in a Foreign Culture--Spotlight the Problem Areas,""South Pacific Educational Resolve,""Curriculum Development in Primary Education: The Papua New Guinea Situation,""Devils or Angels? Pupil Misdemeanors in Papua New Guinea Primary Schools,""A Study on Mathematics in Papua New Guinea,""Secondary Social Science in Papua New Guinea--Dvelopmental Success, Implementation Failure?""The Place of Agriculture in the School Curriculum,""Power over the Environment--An Attitude to the World,""A Relevant Technical Education,""Difficulties in Improving the Quality of Teachers in Papua New Guinea,""The 1971 Report on Higher Education in Papua New Guinea--A Look Backwards and Forwards,""Theological Education in Papua New Guinea,""Selecting and Training Papua New Guinea Educational Administrators,""W.G. Groves: His Work and Influence on Native Education Especially in Papua and New Guinea," and "Nicholai N. Mikluho-Maklai (1846-1888), Pioneer Educator in New Guinea and Melanesia." (JG)

This book consists of 18 selected papers that focus on the broad topic of the educational process. All the papers were originally presented at the Fourteenth Annual Conference of the Australian College of Education, which was held in May 1973. Titles of the papers include "The Educational Process: The Raw Material,""Towards a Sociology of Learning,""Learning and Teaching in the High School and the University,""What Education Means to Me: An Aborigine's Perspective,""The Educational Process from a Layman's Point of View,""A New Approach to Education: The Open Classroom Concept,""Science in the Primary School in Australia,""Adolescent Values and the Secondary School,""Roles of Teachers in Inquiry Classes,""Teaching Modern Languages in Secondary School,"" The Outcomes of Secondary Education,""'Foreign Accent' or Mastery of Speech Rhythm?""Priorities for the Improvement of Teaching and Learning at the Tertiary Level,""Architectural Design and the Tertiary Educational Process,""Classroom Television in the Educational Process,""Reading with Words in Colour,""Graphical Communication," and "Worries of the New Student." (JG)

This book consists of 14 selected papers that focus on the broad topic of Australian educational priorities. All the papers were originally presented at the Thirteenth Annual Conference of the Australian College of Education, which was held in May 1972. Titles of the papers include "Responsibility (The Buntine Oration for 1972),""Sociological Overview of Australian Society,""Educational Consequences of Social Change,""Resources Available for Education,""Priority for the Education of Technicians,""Priority in Multimedia Education Programmes,""History's Future in the Secondary School,""Priorities in Tertiary Education,""Human Values: A Priority in Australian Education,""Teachers--A Forgotten Priority,""Priorities Within Aboriginal Education,""Social Consequences of Educational Change in Papua and New Guinea,""Priorities in the Implementation of Educational Change," and "Assessment of Priorities." (JG)

This book consists of 14 selected papers that focus on the broad topic of educational planning. All the papers were originally presented at the Twelfth Annual Conference of the Australian College of Education, which was held in May 1971. Titles of the papers include "People, Policies and Planning,""Planning for Effective Education: A Matter of Faith or Despair?""Education for Administration,""Helping the Teacher through System Administration,""The School and Its Locality When Planning for Effective Education,""Creating Classroom Climate by Influencing Norms: An Approach to Educational Planning,""Planning Education and Training for Industry's Needs,""Technology, Tradition and Tabu: The Planning of Tertiary Technical Education in New Guinea,""Computers in Australian Education: A Complete System,""Unit Progress: An Attempt to Cater for Individual Differences,""The Generation Gap in Administrative Structures,""Education for Administration Is Not Enough,""Planning for Effective Education: Final Review," and "The Use of Mathematical Models as an Aid to Effective Planning in Education." (JG)

The need to broaden the perspective of foreign language study in order to make it available to the majority of secondary students and the place of foreign languages in the curriculum are discussed. This paper suggests that foreign language study be considered a social study. The evidence cited here supports such a conception of foreign language study as consistent with the overall aims of education in New South Wales; the overall syllabus aims of social studies/science, as well as the overall aims of foreign language curricula; and the needs of the community.

The basic theme of this yearbook, "The Role of the Schools in the Improvement of Community Life," is open to a variety of interpretations. Many factors determine what role the schools will play in a particular country or area, and consequently, what part they may have in community improvement programs. Among the factors are the history and traditions, the economic, political and social conditions, and the culture of the country. Of great importance is the prevailing viewpoint, both among educational leaders and the general population, on the scope and purpose of education. The answer to the question, "To what extent is the school responsible for the type and quality of community living?" will largely determine the extent to which the school will participate in community development programs. This yearbook will describe what is being done in many parts of the world to use education as a creative weapon in the war against instability at the community level. Part I of this document--Some Programs in Action--contains the following papers: (1) The Bolivian Nucleos (Thomas A. Hart); (2) Community Education in Puerto Rico (Fred G. Weis); (3) Community Schools in the Philippines (Jose V. Aguilar); (4) The Role of the Schools in the Development of Community Life (W. E. Baker); (5) The "Schuldorf Bergstrasse" (Friedrich Ploetz); (6) The New Nationwide Program of Fundamental Education in Iran (Luanna J. Bowles); (7) Community Development through Adult Education (Philip Sherlock); (8) The Gold Coast Community Development Service (P. du Sautoy); (9) Fundamental Education at Ubon, Thailand (Richard M. Tisinger); (10) "CREFAL" Trains Teachers for Community Leadership (Horace G. Ogden); (11) Seeing is Believing: Community Education in the British Cameroons (Robert S. Drew); (12) Nomadic Education in Ethiopia (A. I. Sheddad); (13) Education for the Nomadic Tribes of Iran (Glen S. Gagon); (14) The Second Unit Rural Schools of Puerto Rico (Osvaldo Rodriguez Pacheco); and (15) The Community School in a Great Metropolis (Leonard Covello, Simon Beagle, and Leon Beck). Part II of this publication--Some Common Tasks--includes the following: (1) Community Schools of Taiwan--The Growth of an Idea (H. Emmett Brown, Isabelo Tupas, and Henry Yang); (2) College in the Country (J. Carson Pritchard); (3) Producing Instructional Materials in Thailand (Bernice E. Leary); (4) Preparation of Teaching Materials, U.S. Bureau of Indian Affairs (Ann Nolan Clark); (5) A School is Born (Mammo Wolde Senebet); and (6) Getting a Community School Program Started and Keeping it Going (Frederick H. Bair). Part III--Some Common Misunderstandings--includes: (1) Community Education and the Schools (Verna A. Carley; (2) Education and Village Improvements in India (Humayun Kabir); (3) Education and Changing Social Patterns (Samuel C. Adams, Jr.); and (4) The Relation of Education and Other Professions and Resources (Willard W. Beatty). (Contains 32 footnotes.) [The Yearbook Committee members were Bess Goodykoontz, Lane C. Ash, Muriel W. Brown, Paul S. Bodenman, Delia Goetz, Ella W. Griffin, and Frederika M. Tandler. Best copy available has been provided.]

This book presents a basis for preschool education derived from a rigorous analysis of the concept of education. The central concern is to provide a strategy for the development of an Australian preschool that is educationally sound, and, at the same time, has an identity of its own. Included are discussions of the dilemmas, issues, and strategies of preschool education, as well as a discussion of educational theory and the preschool. (CS)

This book examines the changes that have occurred in the teaching of English in recent years, especially in England and Australia, and attempts to arrive at a new conception of what it means to teach English. Divided into seven parts, this book explores English as a language activity; defines English in terms of what it is and what it is not; discusses curriculum changes for the seventies; examines teaching practices in reading, writing, poetry, drama, and fiction courses; presents a lengthy discussion on the introduction of the mass media into the English class; rehashes the ever present problem of evaluating and assessing student performance; and concludes with five descriptions of English programs that are meeting the demands of secondary students. (RB)