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These 31 papers illustrate and reflect on the application of autobiographical/life history techniques in research and teaching in higher and adult education institutions in the United Kingdom and from Western and Eastern Europe. The papers are: "Writing and Rewriting Writer Identity" (Aitchison et al.); "In Search of the Meaning of Education" (Antikainen et al.); "Life History in Research Careers" (Blaxter et al.); "Automathsbiographies" (Briggs); "To Become a Researcher" (Bron); "Life History and Personal Values in the Selection and Training of Professionals" (Clifford); "Maths Life Histories" (Cobden, Thumpston); "Using Life Histories on a 'Ways into Work' Course" (Costley, Thompson); "From Chambermaids to Graduates" (Daggett); "Adult Education and Life History" (Davis);"Hidden Histories" (Delfanne); "Biographical Research in Adult Education" (Egger); "New Methods for Life Course Analysis of Students' Lives" (Farnes); "Starting a Personal Profile" (Griffiths); "Histories and Horoscopes" (Hamilton); "Cleaners Tell Their Life Stories" (Harnsten); "An Eighteenth-Century Poet Reveals Himself as an Educator" (Jones); "Narratives and Identity in Higher Education" (Lea); "Secret Worlds of the Way We Talk" (Lewis); "'The Swift Course of My Life'" (Mace); "Hearing Voices, Changing Lives" (Mann); "Life History and Creative Writing" (Michelson); "'Autobiography Unit': A Case Study" (Monaghan); "Life History, Disability, and Special Education" (Potts); "Crossing Cultural Divides" (Preece); "Using Lifelines" (Pryor et al.); "Life History and Motivation for Adult Education" (Schrader-Naef); "Quilting a Life History" (Sellers); "Adult Learning in a Time of Transition" (Shelley); "Accrediting Selves?" (Stuart); "The Importance of Identity and Difference in Relation to the Life Histories of Learners" (Sukhnandan); "Life Histories in a Historical Context" (Thapar); "Women, Education, and Class" (Thomas); "How Did I Get Here? An Account of Routes and Decisions Affecting Entry into and Experiences of Higher Education" (Thombs et al.); "Exploring Educational Life Histories" (Thomson); "Whose Story, Whose Terms? Some Problems of Reflectivity in Life History Research" (West); and "The Influence of Some Life Experiences on the Perceived Value of Action Learning Sets in the Development of Personal and Managerial Skills in a Higher Education Environment" (Williams). (YLB)

This paper is a brief summary of a large historic research project in Papua New Guinea (PNG). The project aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from first contact and later records, archaeology, oral histories, language analyses, lived experiences, memoirs, government documents, field studies, and previous research especially doctoral studies. The impacts of colonisation, post-colonial aid and globalisation on mathematics education have been analysed and an understanding of the current status of mathematics education established as neocolonial. Managing neocolonial education policies may minimise the loss of cultural ways of thinking.

This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Towards an Understanding of Ethical Practical Action in Mathematics Education: Insights from Contemporary Inquiries (Margaret Walshaw); (2) Old and New Mathematical Ideas from Africa: Challenges for Reflection (Paulus Gerdes); (3) Cooda, Wooda, Didda, Shooda: Time Series Reflections on CMESG/GCEDM (William Higginson); (4) Panel: What is Fundamental Mathematics for Learners? (Elaine Simmt, Darien Allan, Ralph Mason, Ruth Beatty, Peter Taylor, and Hélène Paradis); (5) Numeracy: Goals, Affordances, and Challenges (France Caron and Peter Liljedahl); (6) Diversities in Mathematics and their Relation to Equity (Beverly Caswell and David Wagner); (7) Technology and Mathematics Teachers (K-16) / La technologie et l'enseignant mathématique (K-16) (Chantal Buteau and Nathalie Sinclair); (8) La preuve en mathématiques et en classe / Proof in Mathematics and in Schools (David Reid and Denis Tanguay); (9) The Role of Text/books in the Mathematics Classroom / Le rôle des manuels scolaires dans la classe de mathématiques (Peter Appelbaum and Susan Gerofsky); (10) Preparing Teachers to Develop Algebraic Thinking in Primary and Secondary School / Préparer les enseignants au développement de la pensée algébrique au primaire et au secondaire (Hassane Squalli, Chris Suurtamm, and Viktor Freiman); (11) Collaboration Between Research in Mathematics Education and Teaching Mathematics: Case Study of Teaching Infinity in Calculus (Miroslav Lovric); (12) Dialogue sur la lecture de textes historiques dans la classe de mathématiques / Dialogue on Reading Original Texts in the Mathematics Classroom (Louis Charbonneau and David Guillemette) [Written in French]; (13) Teaching Toward Equity in Mathematics (Beverly Caswell); (14) Inequalities in the History of Mathematics: From Peculiarities to a Hard Discipline (Elena Halmaghi); (15) The Study of On-line Situations of Validation Experienced by 13- and 14-year-old Students With and Without the Aid of an Electronic Forum (Manon Leblanc); (16) Institutional Acculturation of the Researcher, Teacher, and Secondary 1 Students with Learning Difficulties in Problem Situations Involving Rational Numbers / Les effets d'une démarche d'acculturation sur l'action didactique conjointe de l'enseignant, des élèves et du chercheur, dans l'enseignement/apprentissage des nombres rationnels auprès d'élèves en difficultés d'apprentissage (Geneviève Lessard) [Written in French]; (17) Mathematics Education: An Aporetic of Epistemology, Language and Ethics (Jean-François Maheux); (18) Diverse Perspectives on Teaching "Math for Teachers": Living the Tensions (Susan Oesterle); (19) Conversations Held and Roles Played During Mathematics Teachers' Collaborative Design: Two Dimensions of Interaction (Armando Paulino Preciado Babb); (20) The Ordinary Yet Extraordinary Emotions and Motives of Preservice Mathematics Teachers (Oana Radu); (21) Élaboration et analyse d'une intervention didactique, co-construite entre chercheur et enseignant, visant le développement d'un contrôle sur l'activité mathématique chez les élèves du secondaire / Development and Analysis of a Didactic Intervention, Co-constructed Between Researcher and Teacher For the Development of a Control of the Mathematical Activity Among High School Students (Mireille Saboya) [Written in French]; (22) Publishing in the Journal of Mathematics Teacher Education (Olive Chapman and Margaret Walshaw); (23) Is It Possible to Measure the Effectiveness of a Specific Approach to Teaching Foundations Mathematics in a Post-Secondary Setting? / Est-il possible de mesurer l'efficacité d'une approche spécifique à l'enseignement mathématiques fondations dans un cadre de post-secondaire? (Taras Gula); (24) Challenges in Supporting Mathematics Teachers to Develop Their Teaching Practices (Lionel Lacroix); (25) Rapport sur le ad hoc éthique et éducation mathématique / Report on the Ethics and Mathematics Education Ad Hoc (Jean-François Maheux); (26) Reading Biographies and Autobiographies of Mathematicians: What Do They Tell Us About the Subject of Mathematics? (Veda Roodal Persad); (27) Online Environments for Mathematics Sharing and Collaboration (Geoffrey Roulet); (28) Ad Hoc Session on Planning for the Next Canadian Math Education Forum (CMEF) to be Held in May 2014 (Peter Taylor); (29) Preservice Elementary Teachers' Beliefs Toward Mathematics and Mathematics Teaching (Sean Beaudette, Alexandra Penn, and Geoffrey Roulet); (30) Gearing Up For Grade 9: A Learning Object (Laura Broley); (31) Students' Perceptions of the Role of Theory and Examples in College Level Mathematics (Dalia Challita and Nadia Hardy); (32) Une expérimentation de pratiques gagnantes en enseignement des mathématiques / An Experiment with Successful Practices in Mathematics Teaching (Lucie Deblois); (33) Blended Mathematical Collaboration Using a Wiki, Geogebra and Jing (Jill Lazarus and Geoffrey Roulet); (34) Some Things Technologies Can Tell Us About Technologies: An Instrumented Analysis of Two Successive Mathematics Curricula (Jean-François Maheux and Fabienne Venant); (35) Investigating the Teaching Practices of a Group of Mathematics Graduate Students (Tod L. Shockey and Sibylle Weck-Schwarz); (36) Mathematics For Young Children: Exploring What is Possible in Early Mathematics Education? (Diane Tepylo, Joan Moss, Catherine Bruce, Tara Flynn, Diana Chang, and Zachary Hawes); and (37) Mise à l'essai d'une situation d'enseignement-apprentissage en lien avec le métier du scénographe pour favoriser l'engagement mathématique des élèves du 1er cycle du secondaire (Josianne Trudel) [Written in French]. Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2011 proceedings, see ED547245.]

The Research Institute for Higher Education (RIHE) in Hiroshima University started a program of research on the Changing Academic Profession (CAP) in 2005. This research is funded by the Ministry of Education and Science as a grant-in-aid for scientific research headed by Professor Akira Arimoto, Director of the Research Institute for Higher Education, Hijiyama University and Professor-Emeritus of Hiroshima University. Before the conference in 2009, they had already held three international conferences in this topic. The fourth conference was held in Hiroshima in January 2009. This conference was organized by RIHE in cooperation with Hijiyama University, Japan. The conference addressed issues concerning the following three specific themes: (1) Internationalization of the profession; (2) Education and research activities of the profession; and (3) Personal characteristics or careers of the profession. This publication contains the following papers: (1) Changing Academic Profession in the World from 1992 to 2007 (Akira Arimoto); (2) Teaching "versus" Research in the Contemporary Academy (William K. Cummings); (3) Biographies, Careers and Work of Academics (Ulrich Teichler); (4) International Dimensions of the Australian Academic Profession (Leo Goedegebuure, Hamish Coates, Jeannet van der Lee, and Lynn Meek); (5) The Internationalization of Japan's Academic Profession 1992-2007: Facts and Views (Futao Huang); (6) The Internationalization of the American Faculty: Where Are We, What Drives or Deters Us? (Martin J. Finkelstein, Elaine Walker, and Rong Chen); (7) The Academic Profession in a Diverse Institutional Environment: Converging or Diverging Values and Beliefs? (Simon Schwartzman and Elizabeth Balbachevsky); (8) Education and Research Activities of the Academic Profession in Japan (Hideto Fukudome and Tsukasa Daizen); (9) The Academic Profession in Mexico: Changes, Continuities and Challenges Derived from a Comparison of Two National Surveys 15 Years Apart (Jesus F. Galaz-Fontes, Manuel Gil-Anton, Laura E. Padilla-Gonzales, Juan J. Sevilla-Garcia, Jose L. Arcos-Vega, and Jorge G. Martinez-Stack); (10) Teaching and Research across Academic Disciplines: Faculty's Preference, Activity, and Performance (Jung Cheol Shin); (11) Teaching and Research in English Higher Education: New Divisions of Labour and Changing Perspectives on Core Academic Roles (William Locke and Alice Bennion); (12) The Changing Employment and Work Situation of the Academic Profession in Germany (Anna Katharina Jacob and Ulrich Teichler); (13) The Changing Academic Profession in Japan (Yusuke Hasegawa and Naoyuki Ogata); and (14) What Changes Happened to the Academic Profession over 1992-2007? (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, footnotes and references. [This paper was co-created with Research Institute for Higher Education, Hijiyama University.

This paper presents a summary of Dr. Clinton Lee (Andy) Anderson's 40+ years Military (US Army) Educator Service implementing Dr. Malcolm S. Knowles' perspective on andragogy. Some specifics of Anderson's implementation include five Adult Basic Education (ABE) characteristics of facilitating Knowles' andragogy, six differences between teaching and facilitating adult learning and teaching children, fourteen self-actualization of andragogical, self-directed learning initiatives implemented in US Army education, ten general characteristics of adult learning in andragogy, and fifteen directions of growth in ABE learners' maturation. [For full proceedings, see ED628982.]

The intent of this paper is to stress the importance of narrative and story, and to share the experience of opening the windows of memory to look into the past and uncover fascinating and valuable histories as portrayed in a current study. The longitudinal study of an educator follows his life story and his role in education. Set in Victoria, it explores the founding of the State's education system and highlights progressive developments. The life story reveals the history of the system and evolving philosophies that influenced the life of the subject. The study considers the philosophies and how they influenced the subject's thinking and actions. Using windows as a metaphor, Part 1 of the paper includes discussion regarding the appropriacy of narrative as a research tool, considers the notion of memory and introduces the research subject. Part 2 gives insights into three distinct periods and the part played by three men who guided Victoria's educational development and growth throughout the twentieth century. In relation to each is a brief discussion of their influence on the career of the research subject.

This paper reviews the work and contribution of one of the most influential comparativists in education--Torsten Husén in the period when he was a co-founder and chairman of the International Association for the Evaluation of Educational Achievement (IEA) in the 60 and 70 decades of the 20th century. At that particular time, the first major cross-national and widely reported IEA surveys were carried out. The author places special emphasis on the exemplary First International Mathematics Study (FIMS), which "presents the results of the first completed survey of the achievements of thirteen-year-olds, pre-university mathematics and nonmathematics students in twelve countries" (Eckstein, 1977). As a result, the IEA initial studies revolutionized the reality of Comparative Education as a scientific field and an academic discipline in a way that it proved that such research was completely feasible. [For the complete Volume 13, Number 1 proceedings, see ED568595.]

This paper examines the narratives/oral histories of three Latina teachers to help us understand how they negotiated and navigated their identity formation. We explore how they consciously constructed (Lee, 2013, p. 7) their professional identities, which are inextricably linked to their personal identities and their life stories or the "set of reifying, significant, endorsable stories" (Sfard & Prusak, 2005, p. 14) they tell about themselves. We further examine how those identities are linked to their repertoires of knowledge as "situated in practice and as an integrated, complex system embedded in the structures, histories, and cultures of schools" (Battey & Franke, 2008, p. 127).

This paper examines the remembrances or life stories of four young adult American Indians and their efforts to evolve an understanding of themselves as individuals and as culture bearers interacting in two different societies. The project objective was to investigate the correlation between American Indian people's ability to use their heritage languages and how they felt about their identities as culture bearers and as members of a cultural group. The relevant literature is reviewed concerning life stories, the development of social and cultural identity, and the centrality of language to self. The paper consists principally of selected transcripts of conversations with four consultants (O'odham, Hopi, and two Navajo) in which their descriptions of childhood, family, community, and culture are left intact. Discussion of the life stories focuses on the integral importance of the heritage language to the conveyance of culture, the close relationship between language and traditions, the necessity of the heritage language for both daily social interaction and for gaining an understanding of ceremonies and rituals, and its use as an indication of respect in communication with elders. Over the year-long course of interviews, the Indian consultants evolved the perception that to have a great sense of identity with their traditional cultures and to maintain and carry those cultures forward, they had to speak their heritage language. Contains over 70 references. (RAH)

William Russell became one of the most influential educators in the field of international and comparative education in the first half of the 20th century. In 1914, William Russell obtained his PhD from Teachers College and, within few years, became a prominent figure internationally. He traveled through Europe and taught in Japan and Siberia, as well as advised and collaborated with various governments and institutions on the issues of education. In this brief paper, the authors present William Russell's views on schools in Bulgaria and briefly reviews Russell's "Schools in Bulgaria" (1924b), which provides an abundant level of detail on Bulgaria's educational system. To this day Russell remains one of the key figures whose call for learning from foreign systems promoted and later helped formalize the establishment of the field of international and comparative education. [For complete volume, see ED567118.]

This paper discusses the life and works of Margaret McMillan and Maria Montessori, two advocates for the poor who played a significant role in social and educational reform in Britain and Italy, respectively, in the late 19th- and early 20th century. The upbringing, education, and social milieu of the two women are compared, as well as their philosophy and educational outlook. The paper notes that both women had a deep concern for the misfortunes of the poor and oppressed, understood the importance of good health and nutrition in the lives of children, and began schools to educate the children of the less fortunate. They had a deep sense of commitment and a broad vision for the improvement of all humanity through working with children in poverty. The paper concludes that today's educators and child advocates can learn a great deal from the lives of McMillan and Montessori. (MDM)

The context in which mathematics is used is an important aspect of numeracy. Therefore, students' numeracy capabilities need to be developed in subjects across the curriculum. The case study of a secondary school history teacher is presented to demonstrate how a framework for identity as an embedder-of-numeracy can be used to identify ways that this teacher might be supported to embed numeracy into the history curriculum. While the framework was generally effective for this purpose, a potential limitation was identified.

The intensive English development/TESL program (TESL-GT) was created through a partnership between Ecuador and one Midwestern university. Through this program, Ecuador's Ministry of Education sought to enhance the instructional effectiveness of secondary English as a foreign language (EFL) teachers. The 67 Ecuadorian teacher participants in this study engaged in a 10-week pilot program. This program was aligned to the CREDE "Standards for Effective Pedagogy and Learning," which serve as universals (transnationally researched) standards of effective teaching practices. The 67 Ecuadorian program completers were subsequently observed in their Ecuadorian classrooms using the "Inventory of Situationally and Culturally Responsive Teaching" (ISCRT) rubric. Composite ISCRT scores were calculated as well as group means on each of the five standards reflected in the 22 indicators of the tool. Findings indicated unexpectedly robust levels of enactment of effective instructional practices for English learners. The significance of these findings and implications for teacher education are elucidated.

This paper discusses the educational and social philosophy of Mary Wollstonecraft, an English writer of the 18th century. Her works included "Vindication of the Rights of Man," and her best know work, "Vindication of the Rights of Woman" which was published in 1792 and consisted of the first sustained argument for female emancipation based on a cogent ethical system. Wollstonecraft was the first woman to pick up the mantle of egalitarianism challenging the prevailing ideology of the divine right of kings and the inherent natural rights of man and woman. She believed that the development of reason would enlighten man of his error, and only by his acting upon his reason, would virtue be gained and injustice abolished. Wollstonecraft perceived education as the apex in creating a new world order. She believed that the education females received in 18th century England subjugated them to male authority by denying them the development of their ability to reason. She perceived education as improvement of the individual and improvement of the social order. The new educational paradigm which Wollstonecraft envisioned was one based on reason and coeducation. In her time period, any of the suggestions given by Wollstonecraft were considered extremist; yet today, over 200 years later, they formulate many of our educational precepts. Reading "Vindication of the Rights of Woman," one discovers that her argument for the emancipation of women is based on the right to education. She envisioned a national system of education whose focus would be on the formation of good citizens. (DK)

The main aim of this project was to understand teachers' professional development by reconstructing their career experiences. The study examined the ways in which 10 experienced primary school teachers from 4 different Flemish schools experienced their careers, focusing on the personal perception and the subjective meaning of these experiences. Data were analyzed in two steps: (1) vertical analysis, which imposed a fixed structure to each teacher's data concerning formal career, professional biography, professional self, and subjective educational theory; and (2) horizontal analysis, which identified commonalities, differences, and patterns among the data from all respondents. The analysis examined teachers' self-image, self-esteem, job motivation, task perception, and future perspective. Recurring themes included teachers' perceived vulnerability and their need to cope with the limitations of their impact on pupils' results. The paper concludes that the study showed the usefulness of the biographical perspective for a better understanding of why teachers act the way they do. However, teachers' stimulated reflection on their career and personal development did not automatically change or improve their teaching practice. (Contains 51 references.) (JDD)

What is entailed in doing mathematics and becoming a mathematician? Working from an autobiographical sketch and biographies of Sofya Kovalevskaya (1850-1891), the first woman generally thought to have gained a doctorate in mathematics, and using the Lacanian notion of desire, I examine the forces that shape and influence engagement with mathematics. This work has consequences for mathematics education in examining the construction of identity/subjectivity in teachers and students alike. [For the complete proceedings, see ED597799.]

Life history interviews with four women holding doctorates in educational administration are presented in this paper, which examines how chances and choice affect women administrators' career decisions. A second focus is on how organizational structure in educational organizations can enhance career opportunities for women educators. Three anecdotes are presented to illustrate the relationships among chance, choice, and opportunities in the careers of particular women in particular organizational contexts. The narratives are categorized according to three themes--unexpected openings, widening horizons, and chance remarks. The stories suggest that women's opportunities can be expanded through the modification of existing structures. A review of current policy initiatives in Canada found that opportunity for females could be engendered through: special assignments; rewarding mentoring functions; redefinition of the concepts of career and success; and affirmative action programs. A recommendation is made to foster environments where chance occurrences can be transformed into opportunities. (29 references) (LMI)

This submission contains the Proceedings of the 2007 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of New Brunswick in Fredricton, New Brunswick. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions and a panel discussion. Papers include: (1) Understanding Abstraction in Mathematics Education: Meaning, Language, Gesture, and the Human Brain (Rafael Nunez); (2) Mathematics Departments, New Faculty, and the Future of Collegiate Mathematics (T. Christine Stevens); (3) Outreach in Mathematics--Activities, Engagement, & Reflection (Veronique Hussin and Eric Muller); (4) Geometry, Space, and Technology: Challenges for Teachers and Students (Shelley Hunter, Donna Kotsopoulos, and Walter Whiteley); (5) The Design and Implementation of Learning Situations (Anna McQuillan, Fernando Hitt, and Luis Radford); (6) The Multifaceted Role of Feedback in the Teaching and Learning of Mathematics (Jerome Proulx and Florence Glanfield); (7) Mathematics Educational Neuroscience: Origins, Activities, and New Opportunities (Stephen R. Campbell); (8) Communicating the Excitement and Beauty of Mathematics (Malgorzata Dubiel); (9) Conception et experimentation de situations didactiques au prescolaire/primaire / Design and Experimentation of Didactical Situations in Kindergarten and Elementary School (Jacinthe Giroux) [Written in French]; (10) Cabri 3D: An Environment for Purposeful Mathematical Activity? (Kate Mackrell); (11) Equity and Opportunities to Learn in Cooperative Mathematical Work (Indigo Esmond); (12) (Elargir les) Connaissances mathematiques des enseignants de mathematiques du secondaire: une etude sur la formation continue / (Enlarging) Secondary-Level Mathematics Teachers' Mathematical Knowledge: An Investigation of Professional Development (Jerome Proulx) [Presented in both French and English]; (13) Un paradigme d'experimentation au laboratoire de sciences pour l'identification et l'optimisation statistique d'un modele algebrique par interaction visuo-graphique (Georges Touma) [Written in French]; (14) What Factors Influence Understanding of Written Arithmetic Problems? (Dominic Voyer); (15) Probabilities / Probabilites (Egan Chernoff and Annie Savard); (16) First Steps toward an Archeology of Gesture in Graphing (Susan Gerofsky); (17) Function Modelling Using Secondary Data from Statistics Canada's E-STAT Database (Jennifer Hall); (18) Explanation and Proof in Mathematics and Mathematics Education (Gilla Hanna, Ella Kaye, and Riaz Saloojee); (19) Exploring Our Embodied Knowing of the Gauss-Bonnet Theorem: Barn-Raising and Endo-Pentakis-Icosi-Dodecahedron (Eva Knoll); (20) Mathematical Biography (John Grant McLoughlin); (21) This Is Mathematics; This Isn't Mathematics; But That... I'm Not So Certain About: The Possible "Emancipation" of Secondary School Mathematics from the Bonds of "Real" Mathematics (Craig Newell); and (22) What Courses Could or Should Mathematics Departments Offer to Graduate Programs in Mathematics Education? (France Caron, Morris Orzech, and Elaine Simmt). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lecture at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, figures, and tables. [Abstract modified to meet ERIC guidelines. For the 2006 proceedings, see ED529562.]

The main aim of the Organisational Committee of the international scientific colloquium Mathematics and Children is to encourage additional scientific research in the field of mathematics teaching in Croatia. The development of science and education is a part of a long-term Education Sector Development Plan 2005-2010. Following the example of Europe and the rest of the world, special attention in the field of education is given to mathematical literacy of children (PISA programme) as well as to mathematics teacher training (quality insurance in higher education). Mathematics teaching in Croatia faces modified strategic, organizational, social and technical conditions. Introducing one-shift classes in primary schools, including children with special needs (talented ones and those with difficulties) in regular classes, extended day program for all students, two teachers per class, greater mobility of children and teachers in schools and new teaching technologies demand changes in the methodology of mathematical education of both children and future teachers of mathematics. It is important to develop a life-long learning programme for teachers of mathematics that includes doctoral studies. Research in the field of mathematics teaching implies multi- and interdisciplinarity. Therefore a cooperation with scientists outside the field of mathematics (psychologists, special-ed teachers, educators) is an imperative, although we strongly believe that improvements in mathematics teaching should be encouraged within the field of mathematics. A precondition for developing new approaches and methodologies in mathematics teaching in Croatia is a first-hand experience with the results of international research and standards in mathematics teaching and defining doctoral studies within the same field. We believe that the lectures, discussions and experience exchange between Croatian and international participants of the Mathematics and Children meeting will initiate and intensify scientific cooperation in the field of mathematics teaching on the international level. We would also like for this event to initiate the start of doctoral studies in the field of mathematics teaching in Croatia following the examples from Europe and worldwide. We are very grateful to numerous Croatian and international scientists who have recognized the importance of this event and managed to find the time to attend this gathering. We would also like to thank the heads and entrepreneurs of the local community who financed this event for the most part. Papers include: (1) An Overview of the Authorised Curriculum in Teaching Mathematics Harmonised with the Bologna Declaration at the Department of Mathematics, University of Sarajevo (Sefket Arslanagic); (2) Role of Different Representations of Mathematical Concepts for Learning with Understanding (Tatjana Hodnik-Cadez); (3) The Scientific Frameworks of Teaching Mathematics (Zdravko Kurnik); (4) An Evergreen Problem (Emil Molnar); (5) Mathematically Gifted Children: What Can We Teach Them and What Can We Learn? (Vesna Vlahovic-Stetic); (6) Difficulties in Teaching Mathematics in the Second Grade of Primary School (Josip Cindric and Maja Cindric); (7) Children and Simple Combinatorial Situations (Maja Cotic and Darjo Felda); (8) National Curriculum Framework for Primary Mathematics Education--European Experiences and Trends (Aleksandra Cizmesija); (9) Dynamic Mathematics Class and the Smart Board (Sasa Duka and Damir Tomic); (10) The Dyscalculic Child, Mathematics and Teacher Study Students (Lidija Goljevacki and Aleksandra Krampac-Grljusic); (11) Is the Language of Mathematics Difficult? (The level of technical language use among teacher training college students) (Eva Kopasz); (12) Assessment and Evaluation in Mathematics Education (Zeljka Milin-Sipus); (13) Origami and Mathematics (Franka Miriam-Bruckler); (14) Attitudes of the Students of Teaching Studies towards Mathematics (Irena Misurac-Zorica); (15) Partnership among Faculties, Schools and Families for the Improvement of Mathematics Education of the Gifted Children (Ksenija Mogus and Silvija Mihaljevic); (16) Expert System for Detecting a Child's Gift in Mathematics (Margita Pavlekovic, Marijana Zekic-Susac, and Ivana Durdevic); (17) Boris Pavkovic (portrait of a distinguished methodologist and popularizer of mathematics) (Mirko Polonijo); (18) Mathematics in Play and Leisure Activities--LEGO Building Bricks (Tomislav Rudec); (19) Basic Knowledge of Mathematics and Teacher Training (Sanja Rukavina); (20) Solving Linear Equations Using Computer's Drawing Tools (Miljenko Stanic); (21) Developing the Problem-Solving Skills of Children Suffering from Dyscalculia through Mathematical Tasks with a Text (Aniko Straubingerne Kemler); (22) The Concept of the Square and the Rectangle at the Age 10-11 (Ibolya Szilagyne Szinger); (23) The Use of Computers in Teaching Mathematics (Sanja Varosanec); and (24) From Active Experimenting to Abstract Notion Concept (Amalija Zakelj and Aco Cankar). (Individual papers contain tables, graphs, and references.) [Papers are presented in both English and Croatian. These proceedings were published by the University Josip Juraj Strossmayer in Osijek, Faculty of Philosophy in Osijek. Abstract was modified to meet ERIC guidelines

Divided into five sections, this paper traces the journalism career and personal life of Margaret Cousins. In the untitled opening section of the paper, Cousins' attitude about the role of women is explored. The statement is made that her career may be interpreted in terms of hegemony, the theory that the mass media work to encourage a shared value system among all members of society, although that system of values is most beneficial to those at the top. Examples of Cousins's fiction are provided to support these statements. The second section of the paper, "The Sacred Home," explores Cousins's concept of what a home should be and what her household was like. "Early Career," the third section of the paper, chronicles the various positions Cousins held in the field of journalism. The fourth section of the paper, "Conclusion," discusses the implications of Cousins's work and the comments she made after her retirement. Her present home in San Antonio and her lifestyle are described in the final section of the paper, "Retirement." (DF)

Despite a long history in the arts and humanities as curricular mainstays and a continuing presence as sociocultural mythological anchors, biographies and other forms of life writing have been neglected as sources for teaching educational leadership. Besides biographies, these include autobiographies, portraits, profiles, case studies, memoirs, diaries, and journals. This paper examines the reasons for their under-utilization and discusses emerging perspectives that foster a reexamination of the efficacy of life-writing materials as teaching tools for professors. It also comments on some of the exemplars of life writing and discusses the advantages to be gained from an expanded application in educational leadership curricula and pedagogy. For example, biography teaches context and helps establish and define the meaning (hermeneutics) of leadership; restores the human variable to the study of organizations; and is an excellent way to teach about moral leadership. Generally accepted criteria for selecting and critiquing biographies and other forms of life writing are also presented. These criteria include: (1) the angle of vision; (2) subjectivity or detachment; (3) the selection of materials and its impact on conclusions; (4) the use of background and historical context; (5) the use of grounded and traceable analysis to explain motive and cause; (6) the means used to portray the internal life; and (7) the application of appropriate methods in reconstruction as well as style (comprehensive, open, logical, inclusive, non-reductionistic, and non-polemical). Two figures are included. (Contains 75 references.) (LMI)

The following papers (with nine in French) are included: "Refocusing the Multicultural Discourse in Adult Education" (Acton); "University Extension and the Service University" (Archer); "Linking Cases to Course Content" (Block); "The Effects of Education on Food Security among Low Income Urban Adults" (Blunt); "Adult Education Research Trends in Canadian Universities" (Bouchard); "Born of Different Visions" (Briton, Spencer); "Virginia Griffin's Path and Contribution toward the Holistic Orientation" (Campbell); "Learning a Living" (Church, Creal); "Art and Storytelling" (Crawford); "Economic Globalization" (Cruikshank); "Constructing a Need" (Davidson); "The Marginalization of Adult Education" (Deshpande); "Surfacing Tensions in Graduate Adult Education" (Dewar); "New Directions for Adult Education Programs in Community Colleges" (Feng, Hian); "Domination and Resistance in Workers' Political Learning" (Foley); "The Life History Method" (Gerding); "Looking Back, Looking Forward" (Grace); "New Realities" (Hian, Feng); "The Past, Present and Future of Adult Education in the Kitikmeot Region, Northwest Territories" (Isnor, McLean); "The Future Manager as Leader and Coach" (Leclair); "Recruitment, Retention, and Support Protocols for Women's Literacy Programs" (MacKenzie); "Antonio Gramsci and Adult Education" (Mayo); "Educative Consequences of a Paradigm Shift" (Morin); "Continuing Educators as Learners" (Percival); "'Training for What?' An Educational Response to the Adult Unemployed in a Post-Industrial Society" (Pittas); "Restorying Living" (Randall); "Adult Education and Deinstitutionalization of Psychiatric Patients" (Roy); "Peripheral Visions" (Sanderson); "In the Beginning" (Selman); "Analysis of a Relapse Prevention Programme Designed to Help Penitentiary Inmates" (Shewman); "Codes of Ethics in Adult Education" (Sork); "What Makes a Successful Workplace Education Program?" (Taylor); "Meaningful Learning in Organizations" (Walker); "'Fraught with Wonderful Possibilities'" (Welton); "Distance Education Techniques in Community Development" (Baggaley, Coldevin, Gruber); "Why Do Community Workers Do What They Do?" (Cawley, Guerard, Campo); "Adult Education in an Emerging Postmodern Condition" (Deneff, Schmitt-Boshnick, Scott); "Languages of Inclusion & Creativity" (Hall et al.); and "CASAE [Canadian Association for the Study of Adult Education] Peace Portfolio" (Rosenberg et al.). (MN)

As the semester progresses, students in an autobiographical writing class at Slippery Rock University (Pennsylvania) develop a new awareness of themselves and their own places in a larger universe as well as an appreciation of themselves as writers. Language theory supports what the instructor observes in her students' writing development. A series of class writing assignments (designed to help students move their vision both inward and outward through language) make up the first half of the semester. The second half of the semester is spent writing and sharing a biography of the student writer's choice. The first time the biographies were assigned, at least two-thirds of the students wrote about family members rather than a notable person, as the instructor expected. Because all work is placed in a portfolio, and because all students in the class share their stories for their portfolios, the students arrive at an appreciation and a greater awareness of their unique history and the histories of others. (Two figures illustrating aspects of writing are included.) (RS)

Virginia Woolf's "Orlando" is an excellent example of mock biography to use in literature classes concerned with analyzing literary genres. Woolf used humor to undermine some conventions of the genre of biography and to reform biography into a shape adequate to express the life of Vita Sackville-West. An ordinary biography most likely would have to position Vita as man or woman, tragic or comic. Woolf's mock biography, however, more uncertain than it is certain, more hyperbolic than it is realistic, is the story of a man/woman's four hundred years full of gender changes, cross-dressing, lovers of both sexes, and a court case to determine her sex. It tells broad diverse tragi-comic truths about Vita that more ordinary biography might have been incapable of embracing. (RS)

The study of biography, particularly the different roles people assume to overcome institutional constraints and prejudice, provides important insight into connections between society and the individual and between leaders and followers. Biography can be used effectively to examine leadership issues, particularly from an African-American perspective. It humanizes history and helps us connect with political, social, and economic forces. Biography is used in this way in a doctoral Educational Leadership Program at the University of St. Thomas in St. Paul, Minnesota. The course begins with readings on the nature of biography, experiences of skilled biographers, and sketches of white, male leaders. These works are contrasted with biographies of black leaders, illustrating the importance of difference and alienation in black leadership. Also, it shows African-American leadership as being driven by the search for freedom and autonomy. Biographies of black leaders also highlight the theme of education and the responsibility communities have for educating their members. The class also examines how gender has been a constant barrier to leadership. Biographies can expand leadership theory beyond the white, male experience, and confirm that leaders over time acquire a strong sense of themselves. (Contains 22 references.) (JPT)

One of the greatest myths or fictions of nonfiction is that it contains no fiction. Ben Franklin's flight from Boston to Philadelphia illustrates how changes occur in the retelling of the "facts" of a life. In his "Autobiography," Franklin writes that his friend, Collins, arranged for a ship's passage for Franklin by telling the ship's captain that Franklin "had got a naughty Girl with Child." During the nineteenth century biographers altered the story, making it more readable to the public at large. "Naughty Girl" became "girl of bad character"; pregnancy became "intrigue"; and responsibility for the story passes to Collins. By the end of the century, some writers chose to eliminate the passage altogether. For purposes of discussion, the 19th century may be divided into 4 periods. The early period (1800-1829) was affected primarily by the image Franklin himself created during his lifetime. Mid-century (1830-1859) finds additional scholarly work that give a more authentic picture of the man, but this is countered by additional fictional elements. An increasingly mythic image of Franklin as self-made man emerged in the Civil War and post-Civil War era (1860-1897). The late period (1880-1900) finds the image at its full mythic proportion. The survey of Franklin's image through nineteenth-century biography reflects how economic, intellectual, and social attitudes influence biographers to adapt a historical figure to the exigencies of their own era. Comparative analysis of a historical figure helps students understand the impact of point of view and audience on writing. (TD)

The rise to prominence of the women's suffrage movement in the World War I years brought women reporters into U.S. newsrooms for the first time. In 1911 Emma Bugbee became the first woman hired as a "hard" news reporter for the "New York Tribune" (later the "Herald Tribune"). Ishbel Ross, author of "Ladies of the Press," got her start in journalism in 1916, when her interview of Emmaline Pankhurst, British suffragist leader, made the front page of the "Toronto Daily News." By 1919, the year Ross joined Bugbee at the "New York Tribune," Bugbee had worked her way to a desk down the hall from the newspaper's city room, where she covered suffrage news. While the suffragists marched for their rights, the women reporters covering suffrage news fought to get their stories on the front pages. According to Ross, when women's suffrage stories became page one news, women reporters were often replaced by their male colleagues. In 1914, Bugbee and others at the "New York Tribune" finally insisted they could handle the stories themselves and were given the chance. Bugbee walked with the suffragists on a week-long winter march from New York City to Albany, phoning her story in to the paper each night. Bugbee wrote for the "Tribune" for five decades; Ross eventually retired from journalism to write novels and biographies about American women. (Sixty-nine notes are included.) (MHC)

Debates typically invoke an image of individuals arguing over the merits of opposing viewpoints. However, the term has a softer, more deliberative sense that connotes reflection, discussion, and consideration. The 2009 WebWise conference, titled "Digital Debates," was conducted in this spirit, with panelists and attendees engaged in complex discussions about emerging digital media and their role in cultural and educational institutions. The discussions focused on key questions facing museums, libraries, and related organizations: How do institutions strike a balance between their own missions and the needs of communities when developing social media strategies? What are the rights and responsibilities of cultural institutions to their collecting missions and to their audiences? How can institutions collaborate to leverage resources and outreach without compromising organizational identity or brand? And in these uncertain economic times, what strategies are needed to balance innovation with the demands of maintaining core services? Experts addressed these issues in four major sessions whose formats varied from discussions to provocations to formal presentations. Serving as "bookends" to these sessions were two keynote addresses that explored the effect of cloud computing and the next generation of Internet users on cultural institutions. Woven throughout the formal program were impromptu debates posed during question and answer (Q&A) periods and in a back-channel forum ("Today'sMeet") where attendees contributed to a live, online comment stream. This report provides another, more traditional, format--that of a "conference proceeding." It includes speaker biographies, information on project demonstrations, and full text of the keynote papers. It also includes a summary of all the WebWise sessions and the discussions they engendered about important digital debates within the cultural community. The sessions' topical pairings (e.g., online communities and institutions, rights and responsibilities, identity and collaboration, edge and core) provided a framework for exploring these debates and uncovering the continuing challenges and opportunities they pose for cultural organizations. (Contains 61 footnotes.) [The Pre-Conference Workshop section of this report was written by IMLS Senior Program Officer Charles Thomas.]

The history of communication research in the United States is reviewed in this paper through an extensive look at the lives of four men who made significant contributions to the field: Harold Lasswell, Kurt Lewin, Paul Lazarsfeld, and Carl Hovland. The pattern of institute formation in the social sciences is briefly reviewed to explain the development of communication research as a professional career field. The paper concludes with the suggestion that communication study may be absorbed into a more broadly conceived science of human society in the future. (AEA)

This paper describes the process of investigating a teacher's knowledge and pedagogical philosophy through using a biographical rendition of a teacher's knowledge grounded in a construction of present teaching practice, based on ethnographic data. A case study is presented demonstrating how a major component of one teacher's present knowledge of her practice, the "idea of responsibility", has changed throughout her career. A discussion is presented illustrating how a grounded conceptualization of this teacher's present pedagogy emerged from an ethnographic approach to her actions in the classroom. Following a description of what the "idea of responsibility" means in terms of her current teaching practices, its various manifestations at different moments in the teacher's life are examined, as well as how transformations occurred in the teacher's thinking. Some issues concerning the potential of combined ethographic and biographical approaches to the study of teacher's knowledge as a process are raised. In Part One of the paper, an outline is given of the ethnographic study, how data were collected and interpreted, and the progressive stages of the ethnographic investigation. A discussion is offered on her philosophy of teaching, approach to children, conception of learning and subject matters, and curriculum materials, and how she transforms theory into practice. In Part Two, the collection of biographical data and their interpretation is discussed. Concluding comments offer reflections on the validity of combining ethographic and biographical approaches in the study of the formation of a teacher's pedagogy. (JD)

Based on an examination of well-kept primary source material, this paper presents a personal and professional history of Mary Paxton Keeley, the first woman graduate of one of the first journalism schools in the United States, the School of Journalism at the University of Missouri. Starting with her early years, the paper explains that Keeley was a native of Independence, Missouri, who received her bachelor's degree in 1910, two years after the founding of the school. It shows that by her own account, Keeley was the first woman reporter in Kansas City, Missouri, taking a job at the "Post" a week after graduation, and that nearly two decades and a master's degree later, she began the journalism department at Christian, now Columbia, College in Columbia, Missouri, and taught there for a quarter century, dying on December 6, 1986, at age 100. The paper, which examines her life in the context of the changing role of American women at the beginning of this century, with a particular look at women journalists and journalism educators, illustrates the education and career choices available to women at the time. Her pioneer spirit and her full, active life are also emphasized--it is noted that even after retirement she worked in journalism, as an editor, free lance writer, and book reviewer, and that in fact, she became a photojournalist in her seventies. (SKC)

This article examines Maria Montessori's ideas on education and young children with specific reference to: (1) the nature of the child; (2) the religious dimension of her ideas; (3) other philosophical ideas which support Montessori's approach to educating young children; (4) cognitive development in young children; and (5) the moral dimension of education. (PCB)

Biographical writing is highly imaginative writing and always has been. The task of the biographer is to weave a riveting story from the fabric of the subject's life. For example, a single pivotal incident in the lives of Percy Bysshe Shelley, the English poet, and Mary Godwin, author of "Frankenstein", at the grave of Mary's mother, Mary Wollstonecraft, is given wildly disparate portrayals by both contemporary and current biographers. It is the use of fictional techniques that makes a biographical subject come alive in the mind of the reader. Biographical and autobiographical writing assignments can be designed to help students discover for themselves the subjectivity involved in writing for any particular audience and writing from any particular point of view. The teacher should encourage students to use the material of their own lives to discover how the telling of any good story, however factual, requires fictional techniques. For example, students are asked to write an account of their first date for three different audiences--their best friend, their mother, and their minister, scout leader or school principal. Or they may be asked to take out their checkbooks and imagine that in some future age they are their own biographers with only the factual information on the check stubs from which they must puzzle out and construct a life. Writing activities such as these help students better understand not only the impact of point of view and audience on writing but, where the story of a life is concerned, how much fiction is involved in both the living and the telling. (RAE)

The accomplishments of Janet Emig constitute perhaps the most influential contribution to the study of how humans compose discourse and how teachers should help them. Her background prepared her for her initial goal of becoming a medical doctor, but she determined to study literature because of its enduring interest to her. As a graduate student at the University of Michigan, she was influenced by a teacher who emphasized the revision process in writing. Here, however, Janet Emig encountered sexism and was not accepted into the doctoral program. She proceeded to teach high school, and began experimenting with conferencing with students. Emig became involved in the National Council of Teachers of English, attended a Conference on College Composition and Communication convention, and was influenced by Priscilla Tyler, with whom she later studied. Emig then enrolled at Harvard and quickly took over the writing program when others involved left, but encountered difficulty in completing her dissertation due to lack of leadership. Emig taught and was denied tenure at both the University of Chicago and Lethbridge University in Canada, denials which appeared related to her gender and/or a lack of esteem for the study of composition. Finally, she moved to Rutgers, where she has remained. Seven themes emerge throughout her corpus of work: (1) an interest in pedagogy; (2) writing as process and the complexities of composing; (3) the developmental aspects of composing; (4) physiological aspects of composition; (5) the didactic functions of writing; (6) a constructivist philosophy of writing; and (7) the academic profession. (A list of Emig's major publications is attached.) (HB)

Students must learn more than facts if history is to become meaningful for them. They do not relate to names of battles, dates of treaties, or to statistics any more than adults do. They relate to individuals, emotions, and stories that have the ability to arouse their curiosity. The use of historical fiction and biography has the potential of helping students experience the past, and feel the joy and despair of those who have lived before. Teaching history in this manner requires a lot of time and energy from the teacher to create the atmosphere. If the unit is to be successful, the teacher must study the event and time period. The teacher will also need to be clear about the objectives of the unit and how those objectives will be met. Detailed units on the American Revolution and on Pioneers serve as examples of using historical fiction and biography. Included in these units are extensive lists of suggested children's books. (A list of teacher resources for both units and a 24-item bibliography are attached.) (RS)

American and western education textbooks have omitted Hispanic topics, people, and contributions. An examination of seven history of western education texts reveals no mention at all of Hispanics. An examination of 11 history of American education texts, ranging from 400 to 600 pages, reveals that none devotes more than two pages to Hispanics or Hispanic topics. Even though the first university in America was Hispanic and the first school activities were in Hispanic "New Spain" (California, Texas, and Florida), racial prejudice has contributed to brief references that range from the negative to the neutral. The biographies of Sor Juana Ines de la Cruz and Rafael Cordero may serve to recover Hispanic historiography. Sor Juana Ines de la Cruz (1648-1695) was born in Mexico and learned to read at the age of three. As a young woman, she became the official poet of the court of the viceroy of Mexico. She became a nun in 1669 and continued her efforts to pursue an education and to write about secular themes, despite opposition from her superiors. Rafael Cordero y Molina (1790-1868) was a Black educator who contributed to the development of elementary education in Puerto Rico. "Maestro" Cordero was taught to read by his parents because the only school in his area did not admit Blacks. He continued his studies autodidactically and opened a small school for Black and poor White children in 1810. During his 58-year career he never charged his students. An 18-item bibliography is appended. (FMW)

Social studies classroom teachers can enliven high school history courses and motivate students to learn about history by using dramatic or heroic biographies in teaching history. The biographical approach centers on study of the lives, beliefs, and surroundings of historical actors. This approach differs from the "great man" theory of history in that ordinary as well as extraordinary people are studied. Specific advantages of the biographical approach include that students will learn to view history as currently significant and important to their personal concerns, identify with historical figures being studied, and become increasingly able to relate world developments to their own lives. Examples of philosopher-historians who wrote extensively about the nature of history and who can help teachers gain insights into the role of individuals include Karl Marx, Hippolyte Taine, Arnold Toynbee, Jose Ortega y Gasset, Max Weber, and Wilhelm Dilthey. Claims and beliefs of these philosopher-historians are discussed with particular regard to their beliefs about the number of persons and other factors which influence historical events and the extent to which these persons and factors can explain and predict such events. Commentary by the author and other scholars on the philosophers is combined with excerpts from the philosophers' works. (Author/DB)

This paper presents an overview of Florence Nightingale's statistical background and accomplishments; discusses Victorian statistics, Nightingale's education and statistical contributions; and concludes with implications for professors and students of educational research. Florence Nightingale (1820-1910), the first woman elected as a fellow of the Royal Statistical Society, was a well-trained statistician. In common with many of her contemporaries in the social sciences, Nightingale believed that there were laws governing (or describing) human behavior and that statistical data analysis would reveal these laws. Her accomplishments in the field of statistics included calculating mortality statistics in the Crimean War, inventing "coxcombs" or polar area charts, developing statistical records for hospitals, writing an impact study in relation to the possible removal of St. Thomas' Hospital, collecting census data from hospital statistics, developing a questionnaire for the Colonial Office to collect data from the colonies, and collecting data about the effects of incarceration upon future criminal behavior. Nightingale also worked in the areas of qualitative research and descriptive statistics, and she used her research and data behind the scenes to effect legislative changes. Since the majority of students in introductory educational research and statistics courses are women, the inclusion of Florence Nightingale in the history of statistics would provide a female role model. References and a bibliography are appended. (PN)

Four responses to speeches regarding William S. Gray presented at the May 9, 1985, Annual Convention of the International Reading Association (IRA) are presented in this paper. Gray--whose accomplishments include his association with the University of Chicago from 1912 (student) to his death in 1960 (Professor Emeritus); his pioneering work in the use of standardized reading tests, diagnostic theory, and remedial procedures; his promotion of adult reading and content area reading as subspecialties of reading; and the famous Scott Foresman Dick and Jane basal readers--is remembered by Nancy Larrick, Ralph C. Staiger, Theodore L. Harris, and Albert J. Harris. Larrick speaks of her affiliation with Gray during the formative years of the IRA and gratefully acknowledges his sensitive and gracious guidance, without which there would have been no IRA. Staiger mentions Gray's vast intellectual and physical energy, his humility and his generosity with his time, money, and expertise. T.L. Harris discusses Gray's work in the area of reading research, mentioning his interest in maintaining a close connection between theory and practice, his sense of history, and the seriousness of purpose he brought to the field due to his methodological, objective, and scholarly approach. A. J. Harris comments that Gray influenced many serious students of reading beyond Illinois through his comprehensive scholarship and intellectual leadership. (LLZ)

Biography is a form of nonfiction that, when well-researched and well-written, can be as enjoyable and as engaging as the best of novels. The quality of these books can be judged by the quality of writing and by the honesty and accuracy in the presentation of the subject. There has to be in the text or in supporting materials some assurance that the writer has researched the subject adequately. Although biography means literally "life writing," no biographer presents a complete portrait of an individual's life. Some biographers work from firsthand experiences with their subjects, as in the case of James Boswell's recording the "life" of Samuel Johnson. Truth remains a vital element of biography of any kind, though this has not always been practiced. For example, Parson Weems endowed George Washington with legendary honesty through the cherry tree episode. Publishers have much to say about the nature of the biographies they publish for young readers. Biography may also be found in the comic book realm, and some receive a special boost through the success of films. Biographies can be a deeply felt and deeply thoughtful reading experience. (HOD)

The history of Black professional football is obscure, although it is known that in the early years Black and White athletes played together on basis of ability. Several Black Americans were members of early professional football teams; however, in the late 1920s, they seemed to disappear from team rosters. Each of the eighteen Black professional football players that played between 1900-1946 are identified by team, and a brief biographical sketch is presented. (CJ)

An appraisal of Clark Howell's career as a journalist and of his political involvement in his state (Georgia) and nation indicates a significance that history books have largely ignored. Born and raised in the Civil War South, Howell's essential regionalism led him to serve his state as a lawyer, a senator, and as the editor and publisher of the "Atlanta Constitution." Under his guidance, the newspaper received its first Pulitzer Prize and was the training ground for newsmen such as Joel Chandler Harris and Ralph McGill. Howell was a close friend of President Franklin Roosevelt, and later Presidents from both parties called on him to serve on national commissions. Howell is significant in four roles: as a committed journalist with the ability to build a superior editorial staff, as a skilled orator, as a bridge between journalism and politics, and as a spokesman for the uniqueness of the southerner in the United States. (AEA)

The life and contributions of Helen Thompson Woolley and Leta Stetter Hollingworth are presented. These two women were prominent in the early mental testing movement as well as leaders in clinical psychology. Woolley and Hollingworth were feminists whose careful and objective research frequently studied alleged psychological differences between the genders. Both were deliberately concerned with dispelling cultural myths surrounding women, and succeeded in demonstrating that psychological data do not confirm hypotheses concerning gender differences. (Author/GK)

Early psychological studies of "genius" are examined, and reasons why European studies of eminent people never developed into true academic quality rankings are considered. In Europe, and especially England, France, and Germany, the ecological origins of eminent men and women were assessed: where they grew up, where they attended school, and whether and where they attended a university. Most of those who wrote about the university backgrounds of eminent people attributed geniuses to be the product of either heredity or their environment. Alick Maclean's rank ordering of universities in England, Scotland, and Ireland that had "produced" distinguished people came close to being a true academic quality ranking. Academic quality rankings developed in the United States and were a useful means of recording the outcome of competition of universities for students and financial support. Universities in France and Germany were assured a steady source of income by the government whether or not they excelled relative to others, and in each European nation there were relatively few universities. In Europe there was not nearly as much range in the quality of universities, while in the United States there is diversity in curricular offerings and types of institutions. Additionally, European countries were much smaller geographically than the United States and European universities were much older and had established reputations regarding quality. The existence of national licensing examinations in each discipline in European countries and the fact that European students commonly attended several universities were additional reasons why rank orders of universities were not greatly needed in Europe. (SW)

The method of writing an intellectual biography and the public career of Earl J. McGrath in the post-World War I cultural milieu are analyzed. One analytical framework is adapted from cultural anthropology and is used to describe the relationship of educational systems to other social systems and to culture as a whole. The second analytic frame, which evolved from evaluation of the 60-year period of McGrath's public career, concerned intellectual changes in physics, philosophy, and psychology. A third analytic frame was the dominant political and economic orientations (the Depression and World War II and also the Viet Nam War period). The data for the analysis came from three sources: McGrath's writings; nine taped interviews with McGrath; and evaluations of his life and contributions by other writers. Five key questions regarding McGrath's career are addressed: (1) What were the significant periods or divisions in McGrath's career? (2) What were his overall contributions to higher education? (3) To what extent did his career redirect the dominant social and intellectual climate of the different historical periods? (4) Can it be demonstrated that he influenced the social and intellectual climate of the different historical periods? (5) To what extent was his career significant in terms of the external cultural context? McGrath was an advocate of the liberal arts and general education, but also advanced the idea that to meet the demands of modern society, higher education curricula must be oriented around important social problems. It is suggested that it would be difficult to place McGrath neatly on a conservative, progressive, reconstructionist spectrum. (SW)

The career of Stuart Appleton Courtis in the growth of testing and educational measurement parallels the development of progressive education in the first half of the twentieth century. In 1909 he developed the standardized Courtis Arithmetic Test, Series A, the first objective test used in any city public schools. Continuing his work in testing, he revised some of his earlier concepts in constructing tests for areas including reading and composition. His effort was to improve public education by challenging traditional conceptions with new practices based on the social and behavioral sciences. Discussion of his career covers his service as a director in educational research and the evolution of the tests he developed. The testing theories and formula Courtis used are presented. Participating in several school surveys, and writing texts in educational philosophy, which he taught at the University of Michigan, he saw himself as a progressive educator attempting to develop techniques for educational cooperation which he believed would improve the democratic process. He lived from 1874-1969. (CM)

Curricula for interdisciplinary courses that enable second language classes to employ the arts are proposed. At the University of North Dakota, mini-courses provide one-semester credit and are given for 2 hours 1 day a week over a period of 8 weeks. Some of the courses are cross-listed with other departments. Two of these courses, Joan of Arc and German Heritage in America, are discussed in detail, showing how the mini-course can be adapted to different kinds of subject matter and resources. The study of Joan of Arc is especially suited to an interdisciplinary minicourse because of the many facets involved: history, literature, music, cinema and theater, visual arts, and theology and psychology. Students review different versions of the study of Joan of Arc; places and people associated with the story; political and economic conditions in France; and literature, music, and drama portraying her story. French majors may read materials about her life in the French version. The German heritage course is limited in scope to German-speaking immigrants to North America. Attention is directed to the origin of the immigrants, time and place of arrival and settlement, their numbers and relation to similar groups, their impact on American life, their diversity, and the contributions of a number of prominent individuals. This mini-course has appealed to a cross section of students, many of whom have family ties to German-speaking immigrants. Some students have found the course a complement to required coursework in German. These offerings have provided students exposure to multicultural subjects that they might not otherwise have studied. (SW)

The legal action brought by author J. D. Salinger against Random House Publishers to prevent certain letters--now the property of various university libraries--from being published in a biography illustrates how the long-standing accommodation between the Copyright Act and the First Amendment can occasionally break down. Although the biographer mostly paraphrased passages of the letters, Salinger has since copyrighted the letters and the court has issued an injunction against their use. In such a case, a problem exists between the writer's right to disseminate information useful to the public and the original "owner" of the information to profit from later publication of the information. Several possibilities for resolving this problem exist. Use of the idea/expression dichotomy or the fair use defense is inadequate because it is difficult to draw the line between idea and expression, and sometimes use of the original expression is necessary; and the fair use analysis inadequately protects free speech interests. A more reasonable approach consists of a limited First Amendment defense for copyright actions and damages determined by the court commensurate with copyright interests. Because it can be tailored to specific case situations it can accommodate the need for more protection for First Amendment values without excessively damaging the copyright interests at stake. (JC)

The first married woman to be issued a United States passport (1925) in her maiden name Doris E. Fleischman and her husband, Edward L. Bernays, maintained a partnership in one of the country's premier public relations firms until Fleischman's death in 1980. Yet although Bernays received tremendous popular, trade, and scholarly media attention, little notice was given to Fleischman, despite her high visibility at varying times in her life. Her retention of her maiden name following her marriage led to periodic newspaper stories. She was interviewed many times on subjects related to public relations and women's paid work, and she published several long articles in magazines such as "Ladies' Home Journal,""McCall's," and "American Mercury," as well as contributing to books. In addition, in 1928 she compiled and edited a book, "An Outline of Careers for Women: A Practical Guide to Achievement," and in 1955 she published a semi-autobiographical book on women's roles, "A Wife Is Many Women," both of which sold well and were extensively publicized. Her media visibility extended through the 1970s, when she and her husband continued public relations consulting and advocated such causes as pay for housewives and accelerated advancement for women working in the media. Her 1980 "New York Times" obituary described her as "an enthusiastic feminist." (One hundred and forty-four footnotes are appended.) (MM)

An examination of three articles written in the year 1900-1901 by the young rhetoric instructor Gertrude Buck reveals her influence on the development of modern rhetorical theory. Her view that discourse is a social act, her attempts to free discourse from formal rhetoric and the expectations of teachers, and her insistence that rhetoric should follow intelligent practice in composition set her apart from her contemporaries. Her contributions to the foundations of modern rhetorical theory as well as the work of her women colleagues have been neglected for decades because of gender bias and discrimination. (A brief biography is included.) (RS)