British Journal of Educational Technology January-September1991: Vol 23 Index

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British Journal of Educational Technology
INDEX
Volume 22: January-September 1991
This index is a combined list of authors (shown in bold), titles (shown in italic) and
subjects of all articles and Colloquium contributions contained in Volume 22.
Interspersed with these are the first-named authors/editors (bold), titles (italic) and
main subjects of books reviewed (excluding those listed as ‘Also received’).
Entries cite page numbers only: the pagination of each issue was as follows:
Number 1 (January) 1-80
Number 2 (May) 81-160
Number 2 (September) 161-240
76 Index to Volume 22
academic staff Coles. David 110-118 W'ombat 48-59
performance indicators 2 55-2 56 Colloquium see also hypertext
problem-solving 174-186 academic papers 60-61 Computer support for the development of
quality of teaching 2 54-2 55 Australian Phones for the Deaf decision-making skills 48-59
student-centred learning versus Netw'ork 1 59-141 computers
lectures 119-128 computer help for p(X)r spellers aids to writing 68
tutorial support for self-study 187- 146-148 courseware 129-158.210-21 5
195 experiential learning 144-145 customised courseware generators
Active Talk: the Effective Use of Discussion hypertext and compact discs 224- 129-158
in Ijearning (review) 2 56-2 57 227 digitised speech 110-118
adult education 70-71 ideology of the computer and expert systems 41-47
see also community education, open notions of literacy 142-145 handicapped users 2 5-40
learning illustrations—I'aptions 149-150 human-computer interfaces 54-
age differences illustrations—relationship with 59. 71-72. 1 10-118. 129-
attitudes to tiowcharts and contin¬ text 62-65 158
gency statements 84-98 rapid serial visual presentation intelligent educational systems
All Our Futures: Four Studies of Develop¬ 222-225 41-47. 48-59
ment Through Education and communication keyboards 2 5-40
Training (review) 155 aids for handicapped students 2 5- language development 25-40
Approach to cost-effective courseware 40. 159-141 personal 224-227
development 129-1 58 human-computer dialogue 56-58 personal dictionaries 2 5-40, 146-
Art and Science of Ucture Demonstration public speaking 2 57-258 148
Opportunities for Adults (re¬ satellites 2 59 predictive input 2 5-40
view) 1 59 skills 2 5-40. 2 56-257 pupil attitudes 210-215. 216-
artificial intelligence 41-47 technology 158. 2 59 221
Artificial intelligence in education: evolu¬ telephones for the deaf 1 59-141 rapid serial visual presentation
tion of the teaching-learning re¬ see also information, language, lec¬ 222-225
lationship 41-47 tures. writing methods .screen design 69-70. 71-72. 129-
Aspects of Educational and Training Tech¬ community education 1 52-1 5 5 1 58
nology XXIII: Making Ijearning see also adult education, open learn¬ .simulation 174-186
Systems Wort (review') 160 ing siting 124. 191-192
assessment Community Education in the Western .sound recording 110-118
experiential learning 4-11, 144- World (review) 1 52-1 5 5 spelling correctors 146-148
145 compact disc read-only memory (CD- synthesised speech 111
methods 66-67, 155-156 ROM) 1 11.224-227 teacher training 99-109
peer- 4-11 computer a.ssisted learning text display 222-22 5
self- 4-11. 144-145 conference papers 2 58-2 59 Third World 2 58
severe learning difficulties 169- digitised speech 110-118 use for introducing new mathema¬
170 effectivene.ss 16 tical concepts 99-109
see also tests knowledge-based 41-47 use in schools 110-118. 210-
Assessment and Evaluation: World Year¬ computer based learning 12-22. 99- 215. 216-221. 258
book of Education 1990 (re¬ 109. 110-118. 160 user friendliness 129-158. 214,
view) 155-156 computer languages (authoring, pro¬ 224-227
attitude measuring scales 216-221 gramming. scripting) 129- WIMP environment 26. 54-59.
audiotape 17. 20-21. 206 1 51 112-114. 155-156. 224-
see also recording Assembly 1 77 227
Australia 1 59-141. 196-202. 210- C 177 Computers and Writing (review) 68
215. 216-221 Lisp 42 Computers in Education (review') 2 58-
author languages I/)go 102 259
see computer languages .Super-Pilot 1 51 Computers in Third World Schools
computer manufacturers (review) 258
Bain. Alan 196-202 Apple Macintosh 111-112. 114. contingency statements 84-98
Barker, |ohn (ed) (review) 1 57-158 1 5 5. 1 57. 224 Cork. University College
Beattie. William 2 5-40 Commodore 198 Department of Applied Psychology
Bell. Chris (ed) (review) 1 55-1 56 IBM 224 4-11
Blandford. Aon 48-59 computer software (programs, pack¬ Corner, Trevor E (review) 70-71
Booth. Lynda 2 5-40 ages. databases and systems) correspondence courses 187-195
Europe in the Round 224-227 cost-effectiveness
CD-ROM 1 11. 224-227 Health and Fitness Assessment courseware development 129-
Carr, Wilfred (ed) (review) 65-66 174-186 150, 157
Changing Secondary School (review) HyperCard 1 14. 15 5-1 57.226 in-service training 164-175
155-154 KEE 42 Cowan. John 144-145
cognitive processes Motions 102
learning research 19-20.41-47 PAL 2 5-40. 146-148
teachers’ memory of pupils' class¬ Quest 1 52 data
room behaviour 197 SEDAF41-42 handling 142
teaching interventions 41-47 Transform 102 see also information
Index to Volume 22 77
Dave, R H (review) 71 teaching methods 12-22. 110- Gagne, Robert M (review) 229-250
Davidson, johan 110-118 118 games 159-160, 164-175
decision-making 48-59. 84-98 educational technology Garito, Maria Amata 41-47
demonstrations development 2 5() gender differences
scientific lectures 1 59 elderly learners 84-98 pupil attitudes to courseware 210-
Dennison. B review) 151-152 elimination by aspects 48-59 215
Department of Employment Ennis. Catherine D 1 74-186 George, Judith 205-209
Learning Technologies Unit 224- European Community (and hypertext) Gilbert, J R (ed) (review) 259
227 224-227 Glushko, R J (review) 69
Desifftiiriff the User Interface (review) 71 - evaluation Goodlad. Sinclair (review) 257-2 58
‘ 72 experiential learning 4-11 graduates
diagrams 1 54-1 57 formative 6-8. 205-209 see students
see also graphics, illustrations French language course 119-128 grammar
dictionaries 2 5-40. 146-148 history and philosophy of 2 56 clause breaks 222-225
distance teaching illuminative 190-194. 205-209 graphics
expatriate pupils 187-195 international study centre for mis¬ alternative designs for information
in-service training of special needs sionary children 190-194 presentation 96-97
teachers 1 71 museum discovery room 20 5-209 computer scanning of book illus¬
Nepal 187-195 number games course for teachers trations 114
see also open learning of pupils with severe learning Hyperscan 114
Do. Review. Uarn. Apph/ (review) 151- difficulties 164-175 see also diagrams, illustrations
152 quality of education 155-156 group discussion 4-11, 256-257
Dochy, I (ed) (review) 2 55-2 56 student-built computer diagrams Guidelines for Screen Design (review) 69-
154-157 70
summative 8-9
editing traditional versus innovative handicapped pupils 25-40. 1 59-141
courseware development 154- teaching methtxfs 119-128 Hartley, James 84-98. 149-1 50
157 Evolution of American Educational Tech- Hawkridge, David (review) 258
Education and the Good Life—Hepond the noloffp (review) 2 50 health and fitness 1 74-186
.National Curriculum (review) examinations hearing impairment 1 59-141
252-255 French language 119-128 higher education
educational research revision 119-128 European Community 224
age affecting response to informa¬ see also tests evaluation 4-11
tion presentation 84-98 exhibitions learning processes 4-11
clause break perception in rapid museum discovery room 205-209 peer-assessment 4-11
serial visual presentation expatriate children 187-195 performance indicators 255-256
222-225 expert and novice approaches to prob¬ problem-solving subroutines of
computer-enriched versus non¬ lem-solving 174-186 undergraduates. graduates
computer environments 99- expert systems 41-47 and academic staff 174-186
109 see also computer software psychology 4-11
decision-making skills 48-59. 84- Extractiufi information from flowcharts quality of teaching 254-255
98 and contingencp statements: the self-assessment 4-11
digitised speech assisting reading effects of ape and practice 84-98 .see also academic staff, students
110-118 Eyiand. E P 1 59-141 Hilsman, H R (review) 1 57
(lagne's work 229-2 50 Houghton. Stephen 196-202
games improving number skills Hutchinson, Barry 62-65
164-175 faculty hypertext 69. 15 5. 224-227
interactive video versus direct .see academic staff .see also computer software: Hyper¬
observation of pupil beha¬ Farmer, Bob (ed) (review) 160 Card
viour 196-202 Farris, Howard 196-202 hypothesis testing (problem-solving)
mathematical concepts 99-109 feedback 174-186
media effectiveness 12-22 'Europe in the Round' 224-227
problem-solving by experts com¬ experiential learning 4-11
pared with novices 174- modern language students 119- lES
186 128 see intelligent educational systems
publication 60-61 museum visitors 205-209 illustrations
pupil attitudes to computers 216- psychology students 4-11 captions 149-150
221 student diaries 119-128 computer scanning 114
pupils with severe learning difficul¬ teachers of pupils with severe effectiveness 14-15. 19-20, 62-
ties 164-175 learning difficulties 164-175 65
.sex differences in pupil attitudes to films 1 5 Hyperscan 114
courseware 210-21 5 Finlayson, J (ed) (review) 1 5 5 relationship with text 62-65
teacher training 99-109 Fisher, Robert (review) 151 see also diagrams, graphics
teachers' ratings of pupils' social flowcharts 84-98 In-service Training of Teachers (review)
skills 196-202 Foster, Pablo (review) 156-157 154-155
teaching-learning relationship French language teaching 119-128 information
41-47 Friedler, Yael 129-1 58 presentation 84-98
78 Index to Volume 22
processing 174-186, 197 teaching methods 2 3-40. 119- Manual for Staff Development Trainers
retrieval 13 3-137 128 (review) 1 56-1 57
searching 133-137 see also communication, speech, writ¬ maps 224-227
stacks 133-137 ing methods mastery learning 17-18. 20-21
see also communication learning mathematics 99-109
innovation age affecting response to informa¬ matrices 48-59
foreign language teaching 119- tion presentation 84-98 McBride, Rob (ed) (review) 1 54-1 55
128 constructivism 101 McConkey, Roy 164-173
use of computers to introduce new enhancement 12-22 McDougall, A (ed) (review) 238-2 39
mathematical concepts 99- experiential 4-11.144-145.151- McEvoy, John 164-1 73
109 152 Mclihenny, Alan J 187-195
Innovation and feedback in a self-access Gagne's research 229-2 30 media
learning project in modern intelligent educational systems effectiveness 12-22
languages 119-128 41-47, 48-59 multi- 12-22. 226-227
instructional materials mastery 17-18. 20-21 Megarry, Jacquetta 224-227
design 84-98 new concepts 99-109 memory 175. 197, 206
Instrument for measuring five aspects of self-access 119-128, 187-195 Michael. David 84-98
children's attitudes towards slow and disadvantaged students microcomputers
microcomputers 216-221 23-40. 112 see computers
intelligent educational systems 41-47. student-centred 119-128. 187- Mirabito, M M (review) 1 58
48-59 195. 231-232 missionary children 187-195
interactive learning 157-158 student self-assessment 4-11, models
Interactive Learning Rewlution (review) 144-145 decision-making 48-59
157-158 traditional versus computer-based modern languages 119-128
interactive video systems 157. 196- 12-22. 99-109. 110-1 18 Modes, media and methods: the search for
202 learning centres 191-192 educational effectiveness 12-22
see also videorecording learning difficulties 23-40. 112. 146- Muncer, Steven 222-22 3
Interpersonal Process Recall (IPR) 203 148, (severe) 164-173 museums 203-209
interviews 203-209 learning materials 187-195
Ireland 164-1 73 Ijearning novel mathematical concepts in a National Curriculum 142-143. 232-
computer-enriched environment
234
99-109
Nepal 187-195
James. VJ 139-141 Ijearning Opportunities for Adults New Communications Technologies
jandreau. Steven 222-22 3 (review) 70-71 (review) 1 58
Jensen. Knud (ed) (review) 2 31-232 learning processes New Electronic Media (review) 1 57
Jones, Ken (review) 159-160 handicapped pupils 2 3-40 Newell. Alan F 23-40. 146-148
Julie. Cyril 99-109 interventions 41-47 Newton, Douglas P (review) 67
novice and advanced learners Norris, Nigel (review) 236
compared with experts 1 74-
novice and expert approaches to prob¬
Kagan (Interpersonal Process Recall 186 lem-solving 174-186
technique) 203 Ijearning Strategies for Post-literacy and Noyes, Peter 110-118
Kathmandu International Study Centre: a Continuing education: a Cross¬
model for supporting self-study national Perspective (review)
objectives
187-195 71 decision-making 48-59
Kathmandu International Study Learning Technologies Unit (UK
On the teaching and evaluation of experien¬
Centre. Nepal 187-195 F,mployment Department)
tial learning in a conventional
Kaufman. Morris (review) 1 5 3 224-227 university setting 4-11
knowledge lecturers
open learning 64. 187-195, 233
use in problem-st)lving 1 74-186 see academic staff
see also adult education, community
knowledge-based systems 41-47 lectures
education
compared with student-centred
Open Learning and Open Management
learning 119-128
(review) 2 33
language planning and presentation 237-
Open Ijcaming Handbook: Selecting,
clause breaks 222-223 238
Designing and Supporting Open
computer (authoring, program¬ scientific demonstrations 1 59
Ijearning Materials (review) 64
ming. scripting) 42. 102. literacy 71. 142-143
129-131. 177 Ixxler, C P J (review) 2 34-2 35
deaf pupils 1 39-141 Lowe, Roy (ed) (review) 1 53-1 54 PSI 17. 20-21
dialogue 56-58 Lowrance/Wagner measure 33, 39-40 Paul, R H (review) 233
digitised speech 110-118 Pennell. Anne (review) 233-234
French 119-128 perception
handicapped pupils 23-40. 139- Management Information and Perfor¬ clause breaks in rapid serial visual
141 mance Indicators in Higher Edu¬ presentation 222-22 3
non-linguistic stimuli 222-223 cation (review) 2 35-236 Personalised System of Instruction (PSI)
skills 2 3-40. 1 39-141 Management of Change in the Primary 1 7, 20-21
synthesised speech 111 School (review) 2 3 3-2 34 physiology 174-186
Index to Volume 22 79
Pitt coding system 174-186 teacher ratings 196-202 change and development 15 3-
post-testing 104-108, 169-170 thinking 1 51 154
Poster. Cyril (ed) (review) 152-153 tutorial support for self-study 187- computers 210-21 5
pProawcteilcl,e M (review) 230-231 use o1f 9c5o mputers 110-118. 210- epxuppialt rrieastep opnuspei lsto 1 f8l7ow-1c9h5a rts and
affecting response to information 215, 216-221 contingency statements 84-
presentation 84-98 98
oral modern language work 119-
sex differences in pupil attitudes
128 Quality Assurance and Accountability in 210-215
reading 110-118 Higher Education (review) supported self-study 187-195
pre-testing 104-108. 169-170 234-235 self-instruction 64-65, 164-1 73.187-
Predictive text erttry with PAL and chil¬ Quality ir Teaching: Arguments for a 195
dren with learning difficulties Reflective Profession (review) Self-instructional videocourses: a cost-
23-40 65-66 effective approach to in-service
primary education questionnaires training of teachers in special
Australia 196-202, 210-215. French language course 119-128 education 164-173
216-221 museum visitors 203-209 semantic differentials
computers 110-118, 210-21 5. pupil attitudes to courseware 210- pupil attitude measuring 216-221
216-221 215 sex differences
design and technology 2 3 3-2 34 teachers of pupils with severe ^upil attitudes to courseware 210-
science 233-234 learning difficulties 164-1 73 215
sex differences in pupil attitudes traditional versus innovative Shabo, Amnon 129-1 38
210-215 teaching methods 119-128 Shneiderman. Ben (review) 71-72
South Africa 100-101 Simms. Helen (ed) (review) 66-67
teachers' rating of pupils' social simulation 159-160. 174-186
skills 196-202 Race, Phil (review) 64 skills
teaching of reading 110-118 Ransley, Wayne 216-221 communication 23-40, 236-237
problem-solving rating scales 196-202 decision-making 48-59, 84-98
experts compared with novices reading language 23-40, 1 39-141
174-186 computer-aided 110-118 number 164-1 7 3
flowcharts versus contingency rapid serial visual presentation social 196-202
statements 84-98 222-223 slow learners 23-40. 164-173
Pitt coding system 174-186 remedial and learning disabled social skills 196-202
psychology students 144-145 students 112 software
using intelligent educational sys¬ students' perception of clause see computer software
tems 48-59 breaks 222-223 sound quality
programmed learning 16. 20 vocabulary tests 110-118 digitised speech 110-118
programming languages word recognition 110-118 synthesis^ speech 111
see computer languages recall 175. 197, 203-209 Sourcebook of Management Simulations
protocol analysis 180-185 recording (review) 159-160
psychology 4-11, 144-145. 197 digitised speech 110-118 South Africa 99-109
pupils museum visitors 203-209 Speaking Technically (review) 237-238
age affecting response to informa¬ see also audiotape, videotape Spearman rank order procedure 200
tion presentation 84-98 research special education
attitudes to computers 216-221 see educational research Ireland 164-1 7 3
attitudes to courseware 210-215 Rethinking Appraisal and Assessment language skills 2 3-40
Australia 139-141. 196-202. (review) 66-67 number skills 164-173
210-215. 216-221 Ring, Geoff 210-215 see also handicapped pupils
child-centred education 231-232, Rivlin, C (review) 69-70 speech
233-234 Rowntree, Derek (review) 64-65 clause breaks 222-223
classroom behaviour 196-202 Royal Museums of Scotland 203-209 digitised 110-118
deaf 139-141 impairment 24-25
international schools 187-195 synthesised 111
Ireland 164-173 Saettler, P (review) 230 therapy 24-25
learning difficulties 2 3-40. 112, Sairit, Margaret J 174-186 spelling 2 3-40, 146-148
146-148, (severe) 164-173 Salford, University of Spencer, Ken 12-22
learning from digitised speech Modern Languages Department statistical analysis
110-118 119-128 age affecting response to informa¬
missionary children 187-195 satellite systems 239 tion presentation 90-94
Nepal 187-195 Satellite Technology in Education (review) clause break perception in rapid
number skills 164-173 239 serial visual presentation
reading tests 110-118 schools 222-223
self-confidence 210-21 5 see primary education, secondary digitised speech assisting reading
sex differences in attitudes 210- education, special education 115-116
215 Scotland 203-209 interactive video versus direct
social skills 196-202 secondary education observation of pupil beha¬
special needs 23-40, 164-173 Australia 210-21 5 viour 200-201
80 Index to Volume 22
media effectiveness 12-22 building pupils' confidence 210- textbooks 67, 189
number skills of pupils with severe 215 Third World
learning difficulties 169-170 courseware development 129- computers in schools 238
problem-solving subroutines 180- 138 Towards Democratic Schooling: European
183 in-service training 1 54-1 55. 164- Experiences (review) 2 31 -2 32
pupil attitudes to computers 216- 173 Towell. Richard 119-128
221 interactive video versus direct training 153, 156-157
sex differences in pupil attitudes to observation of pupil beha¬ Tucker, Richard N 60-61
courseware 210-21 5 viour 196-202 Turner, Christopher 142-143
teachers' rating of pupils' social of pupils with severe learning diffi¬ Turning Text into Hypertext (review) 69
skills 2(K)-201 culties 164-17 3 tutorials 4-11, 187-195
trainee teachers' understanding of power and choice 2 30-2 31 tutors
new mathematical concepts professionalism 65-66 see academic staff
103-108 rating of pupils' social skills 196-
Stevenson. Anne 203-209 202
Structured video recall: a museum appli¬ teaching-learning relationship undergraduates
cation 203-209 41-47 see students
Student reactions to courseware: gender Teachers in Control (review) 230-2 31 Understanding Educational Evaluation
differences 210-21 5 Teaching Children to Think (review) 1 51 (review) 236
students teaching methods universities
clause break perception in rapid grouping 1 7 see higher education, -. Univer¬
serial visual presentation interventions 41 -47 sity of
222-223 reading 110-118 Using a computer simulation to compare
diary keeping 119-128 student-centred learning versus expert/novice problem-solving
feedback 4-11. 119-128 lectures 119-128 .subroutines 174-186
handicapped 2 3-40 traditional versus computer-based Using computer-delivered natural speech
international schools 187-195 learning 12-22. 99-109, to assist in the teaching of read¬
learning processes 4-11. 2 3-40. 110-118 ing 110-118
41-47.144-145 Teaching through Self-instruction
peer-assessment 4-11 (review) 64-65
performance 12-22 Teaching with Text: Choosing. Preparing Van MenLs, M (review) 236-237
problem-solving 174-186 and Using Textual Materials for videorecording
psychology 4-11. 144-14 5 Instruction (review) 67 museum visitors 203-209
self-assessment 4-11. 144-145 telephone communications 1 39-141 structured recall 203-209
teaching-learning relationship television teachers' rating of pupils' class¬
41-47 effectiveness 15-16 room behaviour 196-202
use of HyperCard 13 3-137 Terrell, Colin 110-118 videotape 164-173. 196-202. 203-
see also pupils tests 209
Studies of Uarning: SO Years of Research British Ability Scales Word Recog¬ visual presentation
(review) 229-2 30 nition 114 rapid serial 222-22 3
supported self-study 187-195 clause break perception in rapid vocabulary 2 3-40. 110-118. 144
Swain. Ronny 4-11 serial visual presentation
222-223
Concepts in Secondary Mathema¬ White. I (review) 232-233
Tasmania 216-221 tics and Science 103 Williams, Noel (review) 68
Taylor, Charles (review) 1 59 McNemar 91,93 WIMP environment (window, icon,
Teacher ratings of social skill bg direct number skills 169-170 menu and pointer) 26. 54-
observation and through inter¬ pre- and post-testing 104-108. 59. 1 12-115. 133-136.
active video 196-202 169-170 224-227
teacher training pupils with severe learning difficul¬ word prediction 2 3-40
computer-enriched versus non¬ ties 169-170 word processors 25-26, 119-128.
computer environments 99- reading 1 10-1 18. 222-223 142-143. 146-148
109 Scheffe 90-91 Palstar 26
mathematical concepts 99-109 vocabulary 110-118 Wright. A G 146-148
South Africa 99-109 Wilcoxon 1 70 writing methods 68, 142-143
teachers see also assessment, examinations
appraisal 66-67 text
attitudes to number skills course clause breaks in rapid serial visual
164-173 presentation 222-22 3
attitudes to synthesLsed and digi¬ display 222-223
tised speech 110-118 pr^iction 2 3-40