Patrick D. Lynch

Teacher Self-acceptance, Acceptance of Others, and Pupil Control Ideology.

AbstractThe relationships between teacher self-acceptance, acceptance of others, and pupil control ideology were examined. Levels of self-acceptance and acceptance of others were measured using Berger’s instrument. The Pupil Control Ideology (pCI) Form, based on a custodial-humanistic continuum, served as the operational definition for teacher orientations toward student control. A sample of 276 teachers responded to these instruments. Pearson product moment correlations indicated that self-acceptance was not related to PCI, but that high acceptance of others was associated with humanism in PCI. Regression analysis indicated that acceptance of others, followed by teaching level and teaching experience, predicted teacher PCI. Speculations on why self-acceptance was not associated with teacher views on control were presented.

Educational Change and the Khalwa in the Sudan: Reform Reformed

Describes the new educational policy, a reform attempted for primary and secondary education in the Sudan by the Nimeiri Government during the period 1970‐1985. The plan was a top‐down attempt to increase enrolments dramatically and to change the type of curriculum from colonial, inherited from the British, to one which was authentically Sudanese and would prepare all students to live in a modern society.

The Implementation of the New Educational Policy in the Sudan, 1970‐85: promise and reality

The implementation of the New Education Policy in the Sudan, 1970‐85, was to have prepared the people for constructing a new socialist society by introducing a new kind of education in addition to an expansion of schooling. The successes of the Plan included the change in organisation of schooling from a 4‐4‐4 plan to a 6‐3‐3 plan which provided a longer period of primary schooling. Access to schooling expanded greatly, the examination system was regionalised, communities became very active in building schools, and a dual system of secular and religious Muslim Schools was ended. The NEP did not accomplish its aim to change the curriculum because its leadership was too unstable, and the government provided too small a resource base to provide a quality education for the expanded enrolments. Access for girls and rural children was not significantly improved. Teaching was not improved, a uniform school calendar resulted in high rural dropout in some areas, and the top‐down reform did not provide orientation ...

Ethnic Politics in a Northeastern Urban School System

Ethnic politics is a mechanism for negotiating the claims o primary groups upon public organizations. Ethnic politics is i delicate brokerage of competing interests t o mitigate publii conflict. It is evident in school systems in the Northeast, thi hlidwest, the Southwest, and increasingly, the Southeast Ethnic politics are a politics of identification and exclusion Primary associations are constantly being created whicl mitigate tlie rigidities of the formal, universalistic structures As representatives of one primary group gain entry t o : formal structure from which they have been previousl! excluded, o r have been only clients, they begin t o sponso entry for others like themselves. Entry into the system for ai outside group comes symbolically as certain outsiders ari chosen by insiders t o represent a growing mass of clients, s( those clients can feel a closer identification witli the system The clients, if numerically powerful, present a threat b! virtue of their electoral power. The early, symbolic, entrant sponsor others like themselves and exclude tlie later arrival until the later arrivals are given symbolic representation. Thi time periods of symbolic membership, followed by thi growth of an inside elite varies with tlie number of clients their perceived power, and the number of alternative oppor tunities they have for expression of their power.