{"title":"Education and Development in the Third World","authors":"John Lewis, R. D'Aeth","doi":"10.2307/3119913","DOIUrl":"https://doi.org/10.2307/3119913","url":null,"abstract":"John J. Cogan is Professor of Education, University of Minnesota, Minneapolis. countries, these systems were preserved in tact to such an extent that many countries find themselves today with a retrospective school system whose perspective begins in the nineteenth century. The host countries chronically seem to lag at leasi one or two reforms behind the colonial powers (Botkin and others, 1979, p. 71) Rural vs. urban schooling. One of the direct outgrowths of the colonial educa tional system is the tremendous imbal ance between schooling in rural and urban areas in less developed countries. Colonial power was established in urban centers; inhabitants of rural areas re ceived little to no schooling but instead were put to work on the plantations of the wealthy colonizers This educational gap remains today. The [rural] school itself, in many cases amounting to no more than a common room inadequate to house all the primary grades, is often too far away from where the people live. The teachers are less qualified if they are qualified at all than those in urban areas. They are frequently unprepared for their job and unfamiliar with the sociocultural environment. As they begin to be come more effective after some experience and practice, they are moved to the cities. The teaching facilities and materials are very rudimentary. The divorce between the cur riculum and the needs of the rural commu nity may be almost total (Botkin and others, 1979, p 62). Access to the system. Another major problem faced by Third World coun tries, and also closely linked with their colonial past, is the highly selective na ture of the educational system (Cogan, 1981). Most children in these nations go only to primary school, if they go to school at all. Admission to secondary schools is reserved for those who do very well at the primary level and is generally determined by external exam inations assessment measures pre pared and graded in the former coloniz ing country. These exams, to a large extent, determine not only what i s to be taught, but to some degree how i t is taught. As a result, children learn little that is relevant to their own cultural, his torical or sociopolitical heritage other than the role of the former power in de termining their present status.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"24 1","pages":"269"},"PeriodicalIF":0.0,"publicationDate":"1976-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3119913","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68736559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Population education: the search for a definition.","authors":"G Roberts","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"33 7","pages":"531-3"},"PeriodicalIF":0.0,"publicationDate":"1976-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"22032667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Censorship and the Curriculum.","authors":"C. A. Hardy","doi":"10.4324/9780203010464-12","DOIUrl":"https://doi.org/10.4324/9780203010464-12","url":null,"abstract":"","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1973-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70567024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The New Professionalism?","authors":"C. King","doi":"10.1163/9789004465008_003","DOIUrl":"https://doi.org/10.1163/9789004465008_003","url":null,"abstract":"I HE inability of citizens and educators to assess realistically the role of education in times of churning racial anxi eties and fears is a tragic failing. The ten dency to view the teacher as a kind, nice, and harmless lady in the \"little red schoolhouse\" has virtually disappeared. Apples for the teacher have been replaced by the wea ponry of hostility and sarcasm. The attempt to inject into the classroom the unreal world of Hansel and Gretel, Jack and the Beanstalk, and Alice in Wonderland may still kindle sparks of wonderment in the eyes of children, but their dull, drab existence outside of class makes these efforts mockery. The clutching to the heart of such values and limited insights in relation to currently unfolding events should notify teachers that the time has arrived for a New Professional ism. Not one that completely discounts con tributing textbooks and techniques, but rather one that correlates direct application of the world outside of the classroom; its ethnic and geographical divisions; the roar of urban transition; the creeping tide of separatism; the destructive mark of white racism; the oppressive moves to curb liberalism; and the recalcitrant postures of conservatism. Add to this the imposing eyes of the Department of Health, Education, and Welfare; the angry protests of black militancy; the retreat by white America to the suburbs; the inequities and dire contrasts of school; ad infinitum. It should be clear that the professional ism that developed within the \"little red schoolhouse\" is now lost in the myriad of change. The New Professionalism must view these changes as alarms. As a part of the city, the classroom becomes not only the magnet that draws children but also becomes a thermometer that measures the social tem perature of our times. Integration of staff presents a challenge to the New Professionalism. It is not an ideal situation, neither can it be exhibited as a positive change without our reminding our selves of a few negative consequences.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1972-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64562063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Religion in the Curriculum.","authors":"David L. Barr","doi":"10.1093/jaarel/lv.3.569","DOIUrl":"https://doi.org/10.1093/jaarel/lv.3.569","url":null,"abstract":"IF THINGS are important in in verse ratio to the ease with which they may be defined, religion must be very im portant indeed; for no one can define it in a way acceptable to everyone. This may be seen as a bit of a handicap to those pro posing to study religion, whatever it is. Importance aside, it is only recently— since the 1963 Supreme Court ruling on de votional Bible reading—that the schools have become sure of the propriety of the study of religion in public institutions. Since then such study has dramatically increased, the lack of definition being reflected in the variety of the projects. In the light of the success of these projects, it now seems absurd that religion was so neglected for so long. Of course, the importance of religion does not hinge on its definition. Religion has significantly influenced man's history and literature. One does not have to be a Toynbee to recognize the pervasive influence, for good and for bad, of religion in history. The same is true in literature: not only does a good deal of modern and traditional literature deal with religious themes (\"Religion and Literature\"), not only does literature use the Bible (\"Bible and Literature\"), but also much of the sacred writings of the world's religions has literary merit itself (\"Religious Literature\"). Other approaches could be differenti ated, but these three represent the basic ways religion affects the literature curriculum. Most current projects are limited to the latter two, and of these most deal with the Bible. The projects discussed in this article repre sent only a sampling of the activities under way. More information on these, and a host of others, is available from the Religious In struction Association, a clearinghouse on methods and materials for the study of re ligion in public education (P. O. Box 533, Fort Wayne, Ind. 46801).","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1971-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/jaarel/lv.3.569","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61611546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching Literature by and about Minorities.","authors":"Joanne Dale","doi":"10.2307/3041393","DOIUrl":"https://doi.org/10.2307/3041393","url":null,"abstract":"H<IOW can teachers of English language arts become familiar with literature by and about ethnic minorities? How can they make appropriate choices from this body of literature for the students in their classes? To answer these questions the Office of the Los Angeles County Superintendent of Schools undertook two projects. One was the publication of a bibliography entitled Portraits, The Literature of Minorities.' The other was a workshop on the teaching of literature conducted at Loyola University in Los Angeles in June 1970.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"4 1","pages":"133"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3041393","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68626263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Assessment for Learning.","authors":"Michael E. Martinez, Joseph I. Lipson","doi":"10.4324/9780203709627-19","DOIUrl":"https://doi.org/10.4324/9780203709627-19","url":null,"abstract":"T ests have long been used to classify people and to evaluate educational programs. The ben efits of testing for these purposes, though, have accrued mainly to insti tutions and have generally not served learners directly. Therefore, critics have rightly questioned the pedagogi cal relevance of educational assess ment in its present form (McLean 1986, Frederiksen 1984). Recently, though, an exciting new vision of testing is emerging, in part from a sense of what is now techno logically feasible. For example, ad vances in cognitive science have made it possible to understand in some de tail how learning takes place in subject matter areas, such as science and mathematics. Likewise, the develop ment of item-response theory in psychometrics has enabled us to describe growth in expertise more precisely than ever before. And, of course, great strides in computer and related tech nologies have been made during the past decade. In short, converging forces portend a new generation of tests—tests that better serve the inter ests of teachers and students in pro moting learning. Here we describe the essential ele ments of a new generation of tests,","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"46 1","pages":"73-75"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70591342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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