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This book describes developments in interactive multimedia (IMM) in the early 1990s. Its aim is to provide educators, students, trainers, librarians, managers, and practitioners with an overview, not only of the directions and uses of the technology, but also of the research foundations and educational and contextual issues that need to be addressed if is to be widely and appropriately adopted. The following papers are included: (1) "IMM: An Overview" (Colin Latchem, John Williamson, and Lexie Henderson-Lancett); (2) "Interactive Multimedia Technology: A Summary of Current Developments" (Nigel Paine and Philip McAra); (3) "Developing Interactive Multimedia Courseware and Networks: Some Current Issues" (Alexander J. Romiszowski); (4) "Research Support for Interactive Multimedia: Existing Foundations and New Directions" (Thomas C. Reeves); (5) "Eyes on the Horizon, Feet on the Ground?" (Stephen Heppell); (6) "Interactive Multimedia in Education" (Peter Olaf Looms); (7) "Hypermedia, Multimedia and Human Factors" (Jenny Preece); (8) "Lifecycle Costing Models for Interactive Multimedia Systems" (William Tan and Ann Nguyen); (9) "Interactive Multimedia and Culturally Appropriate Ways of Learning" (Lyn Henderson); (10) "MAX--An Australian Approach to Audiographics in Schools" (Ian Conboy); (11) "Librarians Catch the Multimedia Wave" (John Frylinck and David Raitt); and (12) "The Jean Talon Project" (Eric Lugtigheid). All of the articles contain references, and a glossary of terms is included. (JLB)

This book contains nine case studies of collaboration in distance education. The case studies focus on such aspects of collaboration in distance education as the following: roles of individual institutional partners; importance of personal relationships; benefits of collaboration to individual partners; conflicts between collaboration and autonomy; and challenges in creating new agencies of collaboration. The following papers are included: "Foreword" (Anastasios Christodoulou); "Preface" (Louise Moran, Ian Mugridge); "Collaboration in Distance Education: An Introduction" (Louise Moran, Ian Mugridge); "Institutional Cultures and Their Impact: 'Laddered' Studies in Health Sciences in British Columbia" (John Bottomley); "Constructing a Master of Distance Education Programme: An Australian Collaboration in Programme Development and Teaching" (Jocelyn Calvert, Terry Evans, Bruce King); "Creating Self-Learning Materials for Off-Campus Studies: A Malaysian-Australian-Canadian Training Project" (Gajaraj Dhanarajan, Patrick Guiton); "The Way of the Future? Transfer Credit and Credit Banking" (Jane Brindley, Ross Paul); "The Toowoomba Accord: A Blueprint for Collaborative External Studies" (James H. Polhemus); "The Rise and Fall of a Consortium: The Story of the University of Mid-America" (Donald R. McNeil); "The Contact North Project: Collaborative Project Management in Ontario" (Marian Croft); and "Policies and Trends in Inter-Institutional Collaboration" (Louise Moran, Ian Mugridge). Contains 118 references. (MN)

The various scholars who contribute in the three broad sections in this volume orient their papers toward revealing the diverse forms and functions of race and education across cultures. They highlight the conditions in analyses of Britain, Australia, and the United States. The rationale behind the structure of the symposium provides a forum in which readers with different biases can discuss the issues or race relations by formulating new questions about social situations and human acts. In light of the variations involved in intergroup relations, one of the criteria in organizing the material is to focus on the possible relationships among differing racial, ethnic, and social groups in societies of the world today. In order to capture the diversity offered by the work of experts in this area, a framework in the form of brief opening passages at the beginning of each section is provided. A selected bibliography to these issues is appended to each introduction. The book neither pretends to deal with the science of race relations as a whole nor claims to settle the controversy which exists in the area of race and education. There are three biases: toward the academic approach of social psychology; towards empirical studies; and toward radical conceptualizations from these studies. The three major sections are as follows: intellect and achievement; attitudes, personality, and behavior; and curriculum studies. (Author/AM)

This is the second of eight volumes consisting of series of publications of the Center for the Study of Liberal Education for Adults (CSLEA), such as Notes and Essays, Research Reports, Occasional Papers, and Conference Reports. These materials provide both theory and practice in the area of non-credit adult liberal education offered by colleges and universities. This volume contains numbers 27-28, 31, 33-34, 39, 42, 45 and 46 in the series, Notes and Essays on Education for Adults. 1960-65. Titles include (1) A Report on University Adult Education in Australia and New Zealand; (2) Aims in Adult Education--I: A Realist View; (3) Adult Education in the British West Indies; (4) People, Programs, and Persuasion: Some Remarks About Promoting University Adult Education; (5) Today and Tomorrow: Three Essays on Adult Education in the Future; (6) The Meanings of Work; (7) Ordered Pluralism: a Philosophic Plan of Action for Teaching; (8) Meaning and Metaphor: On Teaching Human Values Through Poetry at a Steelworkers Institute; and (9) A Live Option: The Future of the Evening College (5 essays). (YLB)

This paper proposes an interactional model of education for early childhood education and compares this model to two more traditional models (subject dominated and child centered). The aim of educational services for young children should be to provide an environment within which children are able to develop towards autonomy, competence, rationality and sensitivity. In the interactional model, learning occurs when the individual acts upon or reacts to some aspect of the world rather than when something is transmitted or unfolds within the child. The learner is assumed to take an active role in what will be learned, for s/he must engage in some form of reciprocal interchange if learning is to take place. Each child acts with purpose, bringing to the learning situation an exclusive set of capabilities and predispositions. In this model, knowledge is defined as the meanings which are generated as a result of interaction between individual and some object, situation or idea. Education is defined as learning that is intentional. Values are also seen to result from inner and outer experience arbitrated by the sense of self. It is proposed that a central concern of education is the effect that educational experiences have upon the sense of self, and thus on what children accept as right, desirable or worthy. (SB)

Broad shifts in the social and economic policies of Australia's developing industrial democracy have brought about an urgent need to discuss the educational implications and related issues. Written to raise key questions and promote discussion, this paper first focuses on the educational base from which industrial democracy must develop in Australia. The author discusses the conflicting trends in Australian education which at one time encouraged participative decision-making processes through experiential learning and at other times prohibited participation through traditional, authoritarian processes. Secondly, the author identifies the critical or strategic groups which need to re-think their educational philosophies and methods if they are to accommodate a more democratic industrial society. Thirdly, the author indicates the need for new educational ideas, processes, and programs necessary for the development of recurrent education for industrial democracy. Finally, the author discusses what implications this recurrent education will have on industrial relations, particularly many long-established policies and practices. (BM)

Interweaving sociological/interpretive and cognitive/linguistic perspectives, this book explores the ways in which children first encounter the written word in formal schooling. The book examines the "culture" of literacy as it is introduced and practiced in a corpus of 163 basal and supplementary readers used in a representative educational division of New South Wales, Australia. The book explores the relations between these apparently simple introductory school books and contemporary theorizing about childhood literacy and schooling. After a preface and an introduction, chapters in the book are: (1) Background Considerations; (2) A Descriptive Outline of the Beginning Reading Corpus; (3) Constructing the Social World; (4) the Work of the Author; (5) Talk-on-Paper: The Representation of Conversation; (6) Characterizing Children; (7) Lessons in the Culture of School-Literacy; and (8) Text as Topic: Some Conclusions and Implications for Children and Literacy. Contains 163 references. A list of the basal series in the corpus, a list of all of the distinct words in the corpus, and a list of conversation transcription conventions are attached. (RS)

The Australian term "fair dinkum" (meaning genuine, true, or real) in the title emphasizes the book's intention of providing thoughts and reflections on how to enhance the art and science of English teaching. Focusing on literacy, the book deals with action research or teaching theories that may suggest other strategies and further field work in teaching English. As part of a collection of the author's articles and papers, each of the 14 chapters concludes with an invited teacher's description of a practice relating to what has been discussed. Among the topics covered in the chapters are language development, characteristics of good readers, writing processes, the connection between reading and writing, principles for producing effective writing programs, a parent's guide to literacy, strategies for producing literate graduates of the schools, research in the schools, a model of the composing process in writing, a universal program for literacy, the use of computers, the Language and Learning Project, and the National Language Development Project. (EL)

This collection of papers on the use of video in libraries is designed to show the many different ways in which video can help communication. After a general introduction by Paul McNally which discusses current trends in video developments, 11 case studies are presented: (1) "Using Video in Public Libraries--Motherwell District Libraries, Scotland: A Case Study" (Norman Turner); (2) "Video and Youth Services in the Public Library--United States Perspective" (Emma Cohn); (3) "Video in Children's Libraries in Sweden" (Anna-Maria Kylberg); (4) "Video Services to Cultural Groups: A London Case Study in Language Development" (Neville Price); (5) "Video in Parliamentary Libraries--Applications and Implications" (Michael R. Mann); (6) "Video in Educational Institutions--Two Examples from Australia: Use of Video in New South Wales Schools" (Martha Heeren) and "Development of the Audiovisual Library Section and Services at Swinburne" (Bill Linklater and Bonna Jones); (7) "The Use of Video in Hospitals--An Example from Great Britain" (Cecily A. Miller); (8) "Video and Library Service to the Deaf--United States" (Phyllis I. Dalton); (9) "Video in Libraries for the Visually Impaired" (William C. Byrne); (10) "FORMAT-Canada's Computerised Information System for Aduiovisual Materials" (Donald Bidd, Louise de Chevigny, and Margot Letourneau); and (11) "Video and Copyright--A Scandinavian Perspective" (Anna Johansen). Brief biographies of the contributors and their addresses are provided. (JB)

Studies of multicultural education in Australia, Canada, the United States, and the United Kingdom are presented to make the argument that multicultural education must be for all children, not only those in minority groups. These 14 papers were collected by the Committee of Enquiry into the Education of Children from Ethnic Minority Groups established in 1979 by the British government. They are the following: (1) "Education for All: A Landmark in Pluralism" (Gajendra K. Verma); (2) "Equality of Opportunity, Multiculturalism, Anti-Racism and Education for All" (John Rex); (3) "The Origins of the Ethnocentric Curriculum" (Sally Tomlinson); (4) "Education for All: Social Reconstruction or Status Quo?" (Millicent E. Poole; Judyth M. Sachs); (5) "The Pluralist Dilemma Revisited" (Brian M. Bullivant); (6) "Education for All: A Canadian Dimension" (Christopher Bagley); (7) "International Interdependence: Swann's Contribution" (James Lynch); (8) "Teacher Education in a Multicultural Society" (Maurice Craft); (9) "Ignorance, Not Hostility: Student Teachers' Perceptions of Ethnic Minorities in Britain" (Louis Cohen); (10) "A New Planet?: Tackling Racial Inequality in All-White Schools and Colleges" (Barry Troyna); (11) "Warner and Swann: Similarities and Differences" (Peter Mittler); (12) "Research in a Plural Society: Pitfalls and Possibilities" (James Cornford); (13) "The Hermeneutics of the Swann Report" (Bhikhu Parekh); and (14) "Postscript--Cultural Pluralism: Strategies for Change" (Gajendra K. Verma). A foreword (Shirley Williams), an index, and information about the contributors are also included. (Author/VM)

Nineteen articles on the status of the relationship among educational research, policy, and practice around the world are collected in the 1985 edition of the "World Yearbook of Education." Contributors address the development of national policies on educational research in countries in North America, Latin America, Europe, Asia, and Australia and New Zealand, considering such influencing factors as developments in other countries, the form and attitude of the national government in question, the structures selected for financing and governance, and the impact of other national policies on education. Major research concerns being addressed are identified, and trends are noted. The impact of research on policy-making and on educational practice is discussed in many of the papers. Among the major trends identified are: the significant growth in major research efforts during the 1960's and 1970's; a tendency toward centralization of control of these efforts; a movement away from basic research and toward applied research aimed at achieving national goals; reductions in funding; and a growing interest in action research. The book also contains an introduction that analyzes the questions raised and trends observed by the contributors, and a bibliography of 502 relevant documents, of which 31 are annotated. (PGD)

Written for secondary, technical, and technical and further education (TAFE) students, this book aims to make learning easier and more enjoyable by showing students how to use a series of basic study skills called "keys." The book offers an explanation, examples, graphic illustrations, and activities for each skill. Chapters include: (1) "Purpose"; (2) "Listening"; (3) "Reading"; (4) "Adapting Rate"; (5) "Note-Taking"; (6) "Graphics"; and (7) "Memory Techniques." Although designed as a workbook for students, the book can also be used as a reference by teachers who want to demonstrate various aspects of study skills to classes or groups. Appendixes include answers to exercises, as well as advice on test preparation, test techniques, important test words, writing a paper, and study techniques. (RS)

The aboriginal peoples of Australia, Canada, and New Zealand became minorities in their own countries in the 19th century. The expanding British Empire had its own vision for the future of these peoples: they were to become civilized, Christian, and citizens--in a word, assimilated. This book provides the first systematic and comparative treatment of the social policy of assimilation followed in the three countries. Australia began by denying the aboriginal presence, Canada by registering all "status" Indians, and New Zealand by giving all Maori British citizenship. Major policy periods are characterized as early institutionalized contact, paternalistic protection, paternalistic assimilation, integration, and pluralism. Children received particular attention under the policy of assimilation, and much of this book focuses on policies and practices related to family and child welfare and education, including cultural differences in assumptions about child rearing and family roles, education as a tool of assimilation, extensive removal of aboriginal children from their families with placement in foster care or residential schools, and current efforts of aboriginal communities to recover from the devastating effects of social policies and to take control of child welfare practices. Thirty-eight tables include historical data on aboriginal population, foster care and adoption, residential and day school enrollments, juvenile offenders, and expenditures and staffing for child welfare agencies. Includes an extensive bibliography, chapter notes, maps, and an index. (SV)

In this volume, educators from Russia and western countries address the issue of the creation and management of schools in a modern democracy. Chapters examine the questions involved in the conception, justification, and implementation of the idea of "education for democracy." Following the acknowledgments and epigraph, chapters include the following: (1) "Introduction and Commentary" (Judith D. Chapman, Isak D. Froumin, and David N. Aspin); (2) "The Conception of Democracy: A Philosophy for Democratic Education" (David N. Aspin); (3) "Background to the Reform and New Policies in Education in Russia" (Edward E. Dneprov); (4) "The New Law on Education in the Russian Federation" (Yevgenii V. Tkachenko); (5) "The Constitutional, Political and Legal Frameworks of Australian Schooling" (Ian Birch); (6) "Democratic Values in Russian Education 1955-93: An Analytic Review of the Cultural and Historical Background to Reform" (Alexander I. Adamsky); (7) "Government Policy and Democratic Reform in the Russian Educational System" (Yelena A. Lenskaya); (8) "The Structure of Democracy in Educational Settings: The Relationship between the School and the System" (Jeffrey F. Dunstan); (9) "Democracy in the School Setting: Power and Control, Costs and Benefits" (Brian Spicer); (10) "The Development of the Management and Self-Government of Russian Schools and Pupils" (Oleg Gazman); (11) "Building Democracy in the School Setting: The Principal's Role" (Clive Dimmock); (12) "Democratic Values, Individual Rights and Personal Freedom in Education" (Michael Herriman); (13) "The Acquisition of the Democratic Experience by Children and Teachers" (Alexander M. Tubelsky); and (14) "The Child's Road to Democracy" (Isak D. Froumin). References accompany each chapter. Appendices contain organizational charts depicting the Russian Federation State System of Education, the system of education management in Russia, and the Russian state system of public education. (LMI)

This book is the second in a two-volume series of studies of educational change organized around three themes--systemic change, the transformation of policy into practice, and curriculum contexts. The book presents case studies from Australia, Great Britain, Israel, the United States, and New Zealand to illustrate the cross-cultural complexity of the contexts in which educational change occurs. The contributors document government attempts to reform education through legislation and to change curriculum by linking education with national productivity. With a few exceptions, common features of the cases include the marginalization of professional educators, the corporatization of education systems, the instrumentalization of curriculum, and a disregard of educational research conducted over the last 30 years. The chapters in section 1 illustrate structural and organizational change at the national and/or system level: (1) "Devolution of School Governance in an Australian State School System: Third Time Lucky?" (Max Angus); (2) "Radical Legislated School Reform in the United States: An Examination of Chicago and Kentucky" (Betty E. Steffy and Fenwick W. English); (3) "Texas Educational Reform: Why? Why Not? Who? What? and So What?" (Sandra Neubert); and (4) "The Shift to School-Based Management in New Zealand--The School View" (Cathy Wylie). Section 2 examines the way in which policies are mediated into everyday practice. Chapters include: (5) "Educational Reform in Israel: An Example of Synergy in Education" (Miriam Ben-Peretz); (6) "Evolution of Intentions: From State Policy Development to Teacher Implementation" (Jim Lowham); and (7) "Principal Influences on National Policy Implementation in Selected Australian and New Zealand Catholic Schools" (Patricia Walsh and David Carter). Chapters in the third section describe competing ideological positions concerning the implementation of curriculum change: (8) "Culture and Economic Change: The New Zealand School Curriculum" (Roger Peddie); (9) "Shifting Negotiations: A Case Study of Lower Secondary School English Syllabuses in Western Australia" (Marnie O'Neill); and (10) "Teachers' Early Experiences of the Implementation of the British National Curriculum" (Neville Bennett and Clive Carre). Each section contains a brief introductory summary of the chapters. (Contains 285 references.) (LMI)

This book focuses on educational change processes in the context of larger scale educational reform. The first of 2 volumes, the book contains 11 chapters that examine the historical, social, and economic forces at work in the formulation and implementation of educational policy. The chapters present different cross-cultural experiences of educational change and policy implementation to increase understanding of a new educational reform era. Part 1 examines relationships between politics and educational reform, and shatters the myth that education is apolitical. Following the introduction by Marnie O'Neill, the chapters include: (1) "The Evolution of Education Reform in the United States: Policy Ideals or Realpolitik?" (James Cibulka); (2) "Curriculum Reform and the Neo-corporatist State in Australia" (David S. G. Carter); (3) "The National Curriculum in England Since 1988" (Denis Lawton); and (4) "Educational Reform and the Politics of the Curriculum in New Zealand" (Michael Peters). Chapters in part 2 focus on the development of politics into policy and policy implementation: (5) "An Analysis of the Policy Contexts of Recent Curriculum Reform Efforts in Australia, Great Britain and the United States" (Kerry J. Kennedy); (6) "From Policy to Classroom Practice: Beyond the Mandates" (Shirley M. Hord); and (7) "The Local Educational Change Process and Policy Implementation" (Gene E. Hall). Chapters in the third part address selected education-reform phenomena: (8) "Educational Reform and Curriculum Implementation in England: An Historical Perspective" (Richard Aldrich); (9) "National Curriculum Assessment in England and Wales" (Caroline Gipps); and (10) "Re-forming the Curriculum in New Zealand" (Ivan Snook). The epilogue by Gene E. Hall and David S. G. Carter summarizes themes, locates them in chronological context, and maps out an implementation-research agenda. A subject index is included. (Contains 276 references.) (LMI)

This book, aimed at mathematics and vocational educators and researchers, analyzes the historical, sociological, and practical elements of mathematics within vocational education against the emerging impact of technology. Focus is on the current situation of mathematics within Australian vocational and technical education and how that might be applied to similar institutions internationally. Chapters 1 and 2 present reviews of literature that focus on the institutions and images of mathematics and mathematics education. The relationship between technology and mathematics in the workplace is discussed. Chapter 3 provides theoretical perspectives on technologies of power and new forms of knowledge production. Concepts of symbolic control, pedagogy, and identity are emphasized. After a brief introduction to the historical and contextual setting of Australian vocational and technical education, Chapters 4-6 considers technologies of power. Starting with the micro-level of teaching and learning, through the mid-level of curriculum and the conditions of teachers' work, the analysis ends on the macro-level of knowledge production and distribution, where the de-institutionalization of education is suggested as a serious challenge. Chapter 7 considers the construction of image in relation to technologies of management and to vocational mathematics as located within the public image of mathematics education. There are four figures, a glossary of acronyms, a 496-item bibliography; and name and subject indexes. (AJ)

This three-part book contains 16 chapters exploring work-based learning from a theoretical and case-study perspective in the United Kingdom. Part 1, Framing Work-based Learning, contains the following four chapters: "New Practices for New Times" (David Boud, Nicky Solomon, and Colin Symes); "Repositioning Universities and Work" (David Boud and Nicky Solomon); "Knowledge at Work: Issues of Learning" (David Boud); and "Creating a Work-Based Curriculum" (David Boud). Ten case studies in the second part of the book include: "From Once Upon a Time to Happily Ever After: The Story of Work-Based Learning in the UK Higher Education Sector" (Norman Evans); "Making It Work Institutionally" (Derek Portwood); "Ensuring a Holistic Approach to Work-Based Learning: The Capability Envelope" (John Stephenson); "Working with Partners To Promote Intellectual Capital" (Jonathan Garnett, Alison Comerford, and Neville Webb); "The Possibilities in a Traditional University" (Lynne Caley); "Implementing Work-Based Learning for the First Time" (Jenny Onyx); "Smart Work: What Industry Needs from Partnerships" (Nicholas Shipley); "A Challenge to Assessment and Quality Assurance in Higher Education" (Richard Winter); "Setting the Standards: Judging Levels of Achievement" (Frank Lyons and Mike Bement); and "Earning Academic Credit for Part-Time Work" (Iain S. Marshall and Lynn S. M. Cooper). The final part, Past, Present, and Future, includes "Capital Degrees: Another Episode in the History of Work and Learning" (Colin Symes); and "Future Directions for Work-based Learning: Reconfiguring Higher Education" (David Boud and Nicky Solomon). (KC)

This book examines how social and economic changes in the past 20 years have affected the lives of Western youth and changed their attitudes toward and experiences of work, education, relationships, and health. Part 1 reviews 10 years of research, policy, and practice related to individuals aged 15-30 in the United Kingdom, Australia, the United States, and Canada. Part 2 questions the validity of approaches to educational research and policy that measure youth life patterns with reference to past norms. The need to develop new research and policy frameworks that are more in tune with the changed conditions of life for Western youth is emphasized, as is the need to draw together international and local research findings. The following are among the specific topics discussed: (1) the difficulties of balancing options and establishing oneself in adult life; (2) the problems of youth outside the mainstream; (3) the shortcomings of policies formulated with reference to the supposed "mainstream"; (4) coping with change; (5) student hopes and outcomes; (6) the gender factor; (7) the problems of at-risk youth and policy solutions; and (8) changing life patterns and careers and the need to rethink careers. (Thirty-six tables/figures are included. The bibliography contains 250 references.) (MN)

Examining early intervention programs initiated in the 1970s that were designed to facilitate intellectual development of at-risk groups of children provides valuable information about program development and can act to facilitate discussion regarding the underlying values of such programs. This book is an updated account of Project Enhancement, a preschool program established in Australia almost 30 years ago. Chapter 1 reviews the evolution of the notion of intelligence and introduces alternative terms to clarify the contemporary semantic muddle. Chapter 2 examines the controversy regarding whether the intelligence gap between rich and poor is due to innate differences and whether there are limitations upon the degree to which intelligent behavior can be fostered educationally. Chapter 3 discusses various approaches to environmentally determined differences in cognitive performance. Chapter 4 outlines controversial issues related to the 1960s preschool movement in the United States. Chapter 5 discusses the history, cultural setting, and educational difficulties of the Australian Aboriginal peoples. Chapter 6 describes the history, rationale, and impact of Australia's Project Enhancement preschool established for rural part-Aboriginal children. Chapter 7 deals with theoretical issues related to re-interpreting the preschool study data detailed in chapter 6 and presents a framework of the interrelated aspects of the gestalt of potential, competence, performance, and evaluation. Chapter 8 considers how this framework can be applied to educational and social problems in different societies. Chapter 9 demonstrates that most of the fundamental purposes and principles of Project Enhancement have been retained. Chapter 10 describes the current preschool program and its outcomes. Contains approximately 450 references. (KB)

This book reports on the outcomes of an international policy-research project concerned with how power is used in education to construct and discharge obligations among stakeholders. The collection of articles suggests how such processes might better serve educational ends. The research examines how the politics of education at the site and systemic levels have been contributing to the reconstruction of accountability policies in an international policy context, a context characterized by conceptual disarray, multi-reform strategies, blunt administrative instruments, and plurally political cultures. The text is divided into two parts. Part 1 reports on research conducted in North American settings, focusing on low-wealth school districts, on how to enhance accountability, on integrated governance, on authentic education accountability policies, and on patterns of social control in assessment practices. Part 2 provides research reports from England and Wales, and Australia, a comparative study of two Australian and Canadian systems, and then two philosophical chapters that examine some international dilemmas. (RJM)

The study reported in this book demonstrates that teachers engage in career planning as systematically as members of any other profession: career movement of teachers is patterned; status, rewards, location and working conditions matter; and the costs and benefits of vertical and horizontal mobility are carefully calculated. The book is organized into nine chapters, following a listing of tables and figures as well as a foreword. The chapters are organized as follows: (1) an introduction provides background on the sociological study of work, maps the content of occupational sociology, and presents an overview of this study; (2) a review of research and literature relevant to ways of conceptualizing work careers establishes a framework of sociological concepts appropriate for a study of occupations; (3) reports on what is known about teaching careers within the previously developed framework; (4) provides a description of the structural context within which teachers are employed; (5) outlines the research design and procedures adopted; (6) presents information on the personal and professional characteristics of promoted teachers; (7) analyzes career history information on Tasmanian teachers; (8) describes teachers' perceptions of teaching careers; and (9) provides research results, summarizes main findings, offers policy recommendations, and suggests further research needs. Five appendices include propositions tested, information from Education Department personnel files, a copy of a careers in education project questionnaire, individual and group interview questions, and statistics on career profiles of promoted teachers. (LL)

On the basis of detailed analyses of 10 threatened language-in-society constellations and three formerly endangered but now secure constellations, this book develops a closely argued theory of worldwide efforts on behalf of reversing language shift (RLS). It also applies this same line of reasoning to the problems of maintaining the intergenerational continuity of second languages, ethnic heritage languages, and classical religious languages. The book is divided into three sections and 14 chapters. Part one, "Language Shift and Reversing Language Shift: Introductory Considerations," includes four chapters: "What This Book Is About and Why It Is Needed"; "Why Try to Reverse Language Shift and Is It Really Possible To Do So?"; "Where and Why Does Language Shift Occur and How Can It Be Reversed? Locating language Shift in Social Space and Societal Dynamics"; "How Threatened Is Threatened? A Typology of Disadvantaged Languages and the Ameliorative Priorities." Part two, "Case Studies: A Baker's Dozen From Several Continents," has six chapters: "Irish: What More Can Be Done?"; "The Cases of Basque and Frisian"; "Four American Examples: Navajo, Spanish, and Yiddish (Secular and Ultra-Orthodox)"; "Maori: The Native Language of New Zealand"; "Prospects for Reversing Language Shift in Australia: Evidence From Its Aboriginal and Immigrant Languages"; "Three Success Stories (More or Less): Modern Hebrew, French in Quebec and Catalan in Spain." Part three, "Related Issues and Recapitulation," includes four chapters: "On RLS-Focused Planning and on Dialect-Standard Issues and Corpus Planning in Particular"; "The Intergenerational Transmission of 'Additional' Languages for Special Purposes"; "Limitations on School Effectiveness in Connection with Mother Tongue Transmission"; "Theoretical Recapitulation: What Is Reversing Language Shift (RLS) and How Can It Succeed?" (Contains 775 references.) (KFT)

This volume details the results of a questionnaire, submitted to 883 primary school teachers in the six Australian states, on the teaching of listening skills. Questions involved 224 variables and tapped six areas: biographical details of the respondent, training background in the teaching of listening, teaching methods and materials used, listening skills developed and the purposes of listening considered important, characteristics of good and poor listeners, and diagnostic and evaluative procedures. Generally, responses of teachers in different states were similar, but exceptions are noted with respect to supporting services and use of assessment techniques. Distinctive differences between teachers of upper and lower grades were also found in the relative amount of time devoted to training in listening and in the approaches adopted. Characteristics of the whole sample include the tendency to underestimate the importance of listening as a means of learning in the primary school, the infrequent planning of approaches to develop listening skills, and generally poor conditions for listening in many classrooms. In short, provision for the teaching of listening could be improved. (Author/KS)

The linguistic abilities demonstrated by second grade students show a high level of competence in the use of syntactic structures and lexicon. This report describes and interprets, in terms of language function, the talking and writing of fifteen Australian children. Transcripts of conversations provide the basis for the linguistic analysis and give insight into the social interaction of children, as well as the regulatory and manipulative role language plays in it. Chapters of the report discuss the way in which children speak concurrently in discussions, explore through words the new dimensions of experience, deal with incomplete information, and sort out the function of writing as essentially different from talking. Five appendixes interpret the linguistic data scientifically and contain reproductions of the writing samples. (MAI)

This third volume of Current Topics in Early Childhood Education brings together the work of contributers from five nations--Australia, England, Ireland, West Germany, and the United States--and discusses a variety of issues of interest to researchers and practitioners in early childhood education. The volume deals with the following issues: a European view of television, and its role in the environment of the developing child; a current perspective on the development of preschool curriculum in Britain; the development of preschool education in the State of Queensland, Australia; the development of young child's verbal sophistication; the role of emotions in the early education of young children; the differentiation of mothers' and teachers' roles in the young child's life; factors influencing children's food preferences; the influences of the physical environment on children's behavior in preschool settings; contemporary single mothers; and the importance of the day care center as a psychological and social resource for children and their working parents. (Author/MP)

Offering a comprehensive review of Australian research directed toward the study of the language use of children from different social backgrounds, this book assesses the validity of Basil Bernstein's thesis that many lower working class children are confined to a restricted code of language use. This evaluation is set in two wider contexts: what language is and how it works, and the ways in which the language performance of children is used by the decision makers in education. (FL)

The document examines underlying issues related to moral philosophy and points out recent trends in moral education. The main purpose of the document is to provide background information for classroom educators in Australia as they develop moral education programs. The booklet is presented in eight chapters. Chapter I introduces the controversy over public school involvement in moral education and provides an overview of moral education since World War II. Chapter II reviews recent trends in moral philosophy, focusing on works by Iris Murdoch and G. J. Warnock. Chapter III examines interdisciplinary aspects of moral education. Chapter IV discusses Lawrence Kohlberg's research on developmental stages of moral judgment. Chapter V combines ideas of Emil Durkheim, Robert Dreeben, and William Kay to provide a sociological perspective on theories of moral education. Chapter VI reviews R. S. Peter's philosophical studies of the relationship between moral education and the ideal of rational man. Chapter VII discusses curriculum planning in moral education and summarizes an Australian moral education curriculum. The final chapter offers conclusions: facts and values must be related in moral inquiry; education should promote moral values associated with honesty, integrity, humility, objectivity, and impartiality; and moral education programs must take into account a complex variety of non-school influences such as parents, peers, and the media. (DB)

Foreign study is examined from different perspectives, especially comparative ones, in 15 articles. Attention is directed to: the significance of foreign study for developing countries, national and regional policies and trends, development strategies, political and institutional dilemmas, a bibliography and a literature review. Titles and authors are as follows: "Introduction: Comparative Perspectives" (Elinor G. Barber, Philip G. Altbach, Robert G. Myers); "The Institutionalization of Overseas Education" (Norman Goodman); "Educational Exchanges and the Transformation of Higher Education in the People's Republic of China" (John N. Hawkins); "Professional Training and Institution Building in the Third World: Two Rockefeller Foundation Experiences" (James S. Coleman); "The Economic and Political Impact of Study Abroad" (Gerald W. Fry); "Britain's Full-Cost Policy for Overseas Students" (Peter Williams); "Overseas Students in Australia: Governmental Policies and Institutional Programs" (Stewart E. Fraser); "Foreign Study in Western Europe: Policy Trends and Issues" (Alan Smith); "Going Overseas for Higher Education: The Asian Experience" (William K. Cummings); "Foreign Training and Development Strategies" (R. Myers); "Overseas Training and National Development Objectives in Sub-Saharan Africa" (Joyce Lewinger Moock); "The Political Dilemmas of Foreign Study" (Hans N. Weiler); "Institutional Culture and Third World Student Needs at American Universities" (David Lansdale); "International Students and Study-Abroad Programs: A Select Bibliography" (Y. G.-M. Lulat); and "English as a Second Language: An Overview of the Literature" (Robert B. Kaplan). (SW)

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)