Suchergebnisse

DOI: 10.3126/bodhi.v2i1.2874 Bodhi Vol.2(1) 2008 p.219-223

The recent growth in policy studies curricula in political science departments affords increased opportunities for experimentation with alternative instruction modes. This article describes one innovation found to be appropriate for courses for which the instructor has access to experts in the policy being studied. In this example, community experts in health policy issues were used as resource persons to assist in discussion of specific health policy concerns. Other policy courses should be amenable to this format, including energy, environment, and economic development courses. Even without using community experts, the general format of weekly colloquiums could be replicated for other policy courses.The courses described herein is an upper division/graduate level course in American Health Policy. It is taught for one semester every other year as one of several topical courses in the public policy track within political science.

Abstract: This is a case study of some aspects of teacher education policy formation in Australia. Between 1960 and 1972 the States sought to obtain from the national government specific purpose grant‐aid for the training of their teachers, in addition to that already provided indirectly by grants to the States for their universities. The national government gave way, step‐by‐step, to this pressure, but "imposed" the broad condition of corporate "autonomy" for grant‐aided tertiary educational institutions, instead of State departmental "control" of teacher training. The paper also considers what perspectives are suggested by this case study for the development of theories of public policy in the Australian federal system of government.

Experiences in establishing small locally financed industries in rural regions of underdeveloped countries are discussed from the point of view of the entrepreneur. It is suggested that such development can be replicated in any of dozens of underdeveloped countries by sufficiently talented and thoughtful teams of engineers, economists and businessmen from the developed countries, who would also teach local counterparts to take over and carry on after a few years.

An assessment is made of the effectiveness of a survey feedback intervention in engendering a capacity for change within a sample of 10 Canadian teacher training institutions (TTIs). This article establishes a conceptual framework for the intervention, presents data on the process of program change, and considers the positive and negative effects resulting from the intervention. Unanticipated outcomes are described, and suggestions are made concerning future research. The results suggest that a survey feedback intervention can be moderately effective in engendering a capacity for change in TTIs, but success can only be anticipated if the model of intervention is diligently imple mented (especially thefollow through phase), is used selectively, and is sustained over time.

In a classroom of preschool deaf children, language development proceeds slowly and is based on clear communication, frequent repetitions, basic sentences, and an environment which stimulates and rewards communication attempts. The majority of children go home after school to a situation devoid of true symbolic communication, no matter how loving and well-intentioned the family is. Children whose parents sign to them demonstrate an obvious superiority in lanugage skills, as shown in records kept in the classroom. The records are kept primarily to provide reinforcement and guidance for the teacher, however, distinctions are clear concerning the home communication environment. The following study resulted from a 2¼-year record of one child's utterances which showed a growth in language skills and concepts that argues favorably for the use of Total Communication and Signed English in the home and school.

According to an ancient Chinese proverb, "if you give a hungry man a meal, you will fill his belly for only one day; but if you teach him how to fish , he will be able to feed himself for the rest of his life." The proverb reminds us of the wisdom of self-sufficiency and the necessity of long-term planning to solve or prevent problems.