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The Federal Vocational Baccalaureate (FVB) constitutes the major link between the academic and vocational track in Swiss educational system by combining a vocational apprenticeship with general education. Regarding the effects of economic competencies on these transitions, there is a substantial lack within the current state of research. The objective of this study thus is to elucidate these effects. The used data are based on a representative sample of N = 1.051 FVB-students of the German-speaking part of Switzerland. It can be shown that economic competencies are a meaningful predictor when it comes to the transition from upper secondary to tertiary level and help to answer the question why students with hybrid qualification choose an academic or non-academic track after school.

The relationship between the costs of central administration and academic teaching and research production was studied, based on a large sample of British universities and a separate analysis of the Free University of Brussels, Belgium. To determine variables important to central administration costs, a cross-sectional and intertemporal regression analysis was undertaken with data from the British universities. The fixed-variable cost method was used to estimate cost functions for the Free University of Brussels. For the British universities, 1969-79 through 1976-77 data were used, while 1978 figures were used for the Belgian university. It was found that resources needed for the central administration program in a university were related to student numbers in an indirect way. A significant part of total costs was fixed and did not depend on any activity parameter. These fixed costs consist mainly of salary expenditures for the leadership function of the different administration programs. Other variables than student number influenced the central administration requirements. This was true for the granted research activities and for the mix of fields of studies in a university. Granted research activities involved higher administration expenditures than teaching and teaching-related research activities. Experimental academic activities (represented by number of students or academic staff) required a more expensive central administration than did nonexperimental activities. Finally, it was found that marginal costs with respect to internal activity parameters were nonconstant. Results were relevant for universities with a size below 11,000 students. (SW)

Changes in adult education since the end of World War II have been brought about less by adult education itself than by politics and the economy. The historiography of education is no longer considered a mere history of the ideas and literature of education but instead as social history. For research into the history of adult education, use of different historical perspectives is recommended, including the history of the institutions of adult education, a history of personalities, a history of social corporations that run adult education institutions, the political history of adult education, the history of the ideology, everyday history or the presentation and interpretaion of practical adult education, and a comparative history that considers the international context of adult education. Some tendencies are evident today in the system of adult education practiced in the western industrialized states, such as the growing numbers of adults, shift in emphasis to older adults in adult education, emphasis on vocationally oriented adult education, pragmatism, transition to adult education, increase in adults in higher education, and more adult education in universities. On a national as well as international basis, experts should find a reasonable strategy for collecting those materials that can give a real view of the practice of adult education and that can be used to develop archives. (YLB)

A December, 1983, conference in Bucharest on identifying the main issues of higher education planning in Europe addressed three broad questions: major objectives of regional planning, different planning approaches and problems encountered in using them, and the efficiency of various approaches for meeting their objectives. (MSE)

For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 19 papers dealing primarily with research and development topics. Fourteen papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. Volume 1 contains the following 19 papers: (1) Gamification for Change: A New Approach to Investigate Students' Attitudes toward Educational Gamification in Online Learning Environments (Sumayah Abu-Dawood); (2) Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Text Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums (Jenifer R. Marquis and Ginger S. Watson); (3) Online Learning Design and Implementation Models: A Model Validation Study Using Expert Instructional Designers (Ann Armstrong and Albert Gale); (4) Tracking the Design and Development of a Six Module miniMOOC for Quality Graduate Supervision (Hawazen Alharbi and Michele Jacobsen); (5) Diversity Training in Organization Settings: Effective and Ethical Approaches for Change Leaders (Ashley McArthur and Nancy B. Hastings); (6) Hey, Want to Play? "Kahooting" to Win the Learning Game (Papia Bawa); (7) An Examination of Prior Knowledge and Cueing Effects in an Animation (Ismahan Arslan-Ari); (8) Teacher Perceptions of the Adaptation of the New Computer Science (CS) Curriculum: An Evaluation of CS Curriculum Implementation (Suhkyung Shin, Jongpil Cheon, and Sungwon Shin); (9) Multimedia Video Resolution, Camera Angle, and the Impact on Instructor Credibility and Immediacy (Miguel Ramlatchan and Ginger S. Watson); (10) The Effects of Visible-Annotation Tool on the Learning Process and Learning Outcome in CSCL (Yoonhee Shin, Jaewon Jung, and Dongsik Kim); (11) Pre-Service ICT Teachers' Recommendations for School Internet Safety (Sanser Bulu, Melike Kavuk-Kalender, and Hafize Keser); (12) Turkish Schools' Readiness for Preventing Cyberbullying (Melike Kavuk-Kalender, Hafize Keser, and Sanser Bulu); (13) Examining Technology Integration Decision-Making Processes and Identifying Professional Development Needs of International Teachers (Medha Dalal, Leanna Archambault, and Catharyn Shelton); (14) Integrating Learning Analytics into Workforce Education to Develop Self-Assessment Competency (Lin Zhong); (15) Ensuring Academic Integrity in Online Courses: A Case Analysis in Three Testing Environments (Berhane Teclehaimanot, Sue Ann Hochberg, Diana Franz, Mingli Xiao, and Jiyu You); (16) Changing Student Performance and Perceptions through Productive Failure: Active Learning for Applied Chemistry in Pharmaceutics (Dan Cernusca and Sanku Mallik); (17) The Construction of Sentiment Lexicon in Educational Field Based on Word2vec (Xiang Feng and Longhui Qiu); (18) Blended Instruction by Using Simulation Method Teaching to Enhance Digital Literacy for Student Teachers in Thailand (Sumalee Chuachai); and (19) Social Network Use Preferences of Pre-Service ICT Teachers (Omer Faruk Islim and Nese Sevim Cirak). (Individual papers contain references.) [For Volume 2, see ED580817.]

The theoretical interrogation of the curriculum and ideology has been an object of critical analysis in educational studies throughout the twentieth century. In this paper, we continue the interrogation of curriculum and ideology by using Franz Fanon's theories on colonization to conduct a textual analysis of immigration, race, and religion in high school French history textbooks. We argue that the history curricula imparted upon young French citizens is imbued with a racialized ideology that (mis)educates French citizens about the history of North African immigration in France. We position King, Swartz, Campbell et al.'s (2014) scholarship on "re-membering" history as a framework for "re-membering" historical knowledge to advance a truthful and socially just history of North Africans in France.

Most educators are unfamiliar with ways to use comics and cartooning, thus classroom opportunities for students to engage in a medium they love are uncommon. In this study, I investigate integrating the language of comics into classroom learning strategies and research some of the ways writing//cartooning can help students negotiate conceptions of identity. I wrote a lesson plan that weaved connections between making comics and curriculum, and taught the twenty-five participants sequential narratives through freehand cartooning. The study investigates some of the ways drawing fictional comics support bilingual grade four students' learning and negotiations of identity in the classroom. This is a qualitative research project that gathers data in the form of student-generated art and one-on-one audio interviews with three participants. A/r/tography informs the study's progress as I research grade four students' understandings through comics. Conceptions of identity and authorship emerge in the participants' comics, as well as my in my own explorations of life-writing. A class of twenty-five bilingual students participated in this study. Due to time constraints and the large volume of data generated, I narrowed the scope of the study to three participants, thus creating opportunities for more detailed analysis of information. Data tracking was supported by theories of authorship such as "l'auteur complet" [the complete author] (Groensteen, 2012a; Uidhir, 2012) and "l'écriture féminine" [the feminine writing] (Cixous & Clément, 1986; Sellers, 1996; Taylor, 2014). Deeper analysis of the students' comics reveals that the perception/drawing/meaning systems (Cohn, 2012) involved with image-making create unconscious (Hancock, 2009; Jung & Franz, 1964) pathways for students to engage and negotiate identity. In this way, they are personally invested in the narratives they create and thus engaged to learn and explore. This engagement is amplified when their works are to be displayed and, especially, printed, as they were in this study. Students can tell stories, express concerns, and resolve issues when they make comics. Thus, implications for practice include, but are not limited to, finding methods to incorporate more comics into curriculum, legitimizing academic departments of comics studies, and investigating the intersectional, unconscious and multimodal relationships students negotiate when they draw comics by hand.

This set of papers presented to the General Research Libraries Division of the International Federation of Library Associations (IFLA) during its 47th annual conference (1981) includes: "The Effect of the Introduction of Computers on Library and Research Staff," by Gilbert Gude; "Libraries as Information Service Agencies (IVS)," by Franz Georg Kaltwasser; "How the Parliamentary On-Line Information System at Westminster was Planned," by Dermot Englefield; "The Swedish Parliamentary Library and the Official Government Publications," by Lennart Gronberg; "Legal Deposit Legislation in the German Democratic Republic," by Helmut Lohse; "The Role of National Libraries in Latin America: The Example of the Biblioteca Nacional of Venezuela," by Yola Medina McLeod; and "Role of the State Lenin Library of the USSR in the Realization of the UAP Programme in the USSR," by N. S. Kartashov. (JL)

Changes in higher education that affect teaching and research are addressed in the proceedings of the 1982 forum of the European Association for Institutional Research. In addition to six invited papers on adaptation or guidance of universities, papers on faculty, resources and cost indicators, research facilities and equipment, and institutional self-study and program assessment are presented. Abstracts of 10 additional contributed papers are also included. Titles and authors of papers include the following: "Higher Education and Research as Dynamics for the Development of Society" (Carl-Gustaf Andren); "Universities in a Changing World--Adaptation or Guidance?" (Bernard F. Sliger); "Changes in Faculty Characteristics, Activities, and Attitudes Over 25 Years at a Major United States University" (John E. Stecklein); "Faculty Profiles in a Long-Term and Comparative Perspective" (Urban Dahllof); "A Resource Requirements Prediction Model for the Central Administration Support Program in a University" (Franz Bingen, Carlos Siau); "A Model for Planning Systematic Replacement of Scientific Equipment" (John A. Muffo); "A Qualitative Model for Institutional Self-Study" (F. Craig Johnson); and "Statewide System for Assessment of Institutional Basic Skills Programs" (Madan Capoor, Edward Morante). (SW)

Inspired by Franz Kafka's predatory leopard anecdote, this speech explores the plight of Canadian secondary school principals trying to meet students' educational needs within the constraints imposed by politics and finance. A cross-country survey of 60 principals disclosed some typical problems. Principals must be reponsive to public opinion without forming treacherous alliances. Despite having democratic beliefs, most principals are mistrusted by teacher unions and required to stand aloof from grievance procedures. Principals are kept from bettering the school work force by a seniority system giving first preference to transferring teachers. Most principals cannot do their own hiring except for appointing department heads. Principals are themselves subject to transfer without consultation after a fixed number of years. In western provinces, principals are responsible for fiscal administration of their schools without help from the central office. Most have little leeway in designing curricula to meet local student needs. Despite these bothersome constraints, all the principals surveyed appear to feel positive. All have assessed the job, perceived the limitations, and work within them while pushing for change. Sound administrative skills are the key, along with acquiring a solid data base and skills to interpret it. (MLH)

Papers on national libraries which were presented at the 1986 International Federation of Library Associations (IFLA) conference include: (1) "Dangers for the Modern Information Society in the Computer Age" (Franz Georg Kaltwasser, West Germany); (2) "Functions and Objectives of the National Libraries in the Developing Countries" (J. Le Riverend, Cuba); (3) "Preservation of Library Materials--A Report on the Vienna International Conference from the 7th to 10th April 1986" (Magda Strebl, Austria); (4) "Cooperative Preservation Activities of the Research Libraries Group in the Context of the Vienna Conference on the Preservation of Library Materials" (Richard W. McCoy, United States); (5) "Formation of the V. I. Lenin State Library of the USSR Stocks in Interaction with Libraries and Information Institutions of the USSR" (N. S. Kartashov); (6) "Legislative Foundations of the National Libraries Activities in Socialist Countries" (I. Y. Bagrova, USSR); and (7) "National Library of China in Present State and Prospect" (Hu Sha, China). (KM)