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substantially, she offers a biography of her own experience as a practitioner of evaluation and as a member of a particular evaluation movement. Secondly this biography is couched in the broader context of her attempt to provide an introduction to the theory of evaluation, at least in so far as the ideological underpinnings and ethical controver- sies of evaluation are concerned. Thirdly, she tries to provide a methodological example of how this type of evaluation is undertaken in practice, by elaborating on her own major case-study work in this area. This three- dimensional thrust provides considerable strengths, but also gives rise to such weaknesses as are to be found in the book. It means for instance that the book’s appeal is not limited to enthusiasts of the alternative paradigm movement, but by the same token the book runs the risk of not meeting the expectations of the wider audience which will no doubt be attracted by its title.

The book’s greatest strength is that it provides an excellent account of the process and politics of paradigm shifts in educational evaluation/research, as well as documenting the politics of education evaluation in the specific context of Britain since the early 1970s. It is a worthwhile study told with conviction, from the inside, through the experiences of one who shared in the creative process. All the same one cannot help feeling slightly uneasy about the feature of the book. As a professional biography it is openly partisan, and the style of writing reflects the highly personalised nature of discourse/nar- rative which appears mandatory for those involved with the alternative paradigm movement. As more and more writers feel obliged to unburden the minutae of their personal experiences on us, in the name of democratic evaluation or participatory research, one cannot help asking-‘Is there a danger that personality cults will inadvertently come to replace the essence of good, sensitive and democratic alternatives in educational evaluation/research/‘?

Fortunately, in the case of this book, such a danger appears to be minimal. There is an undercurrent of sincerity and pragmatic modesty which makes this highly personalised narrative a genuinely rewarding invitation to share in the author’s experiences, rather than an exercise in self-indulgence.

There are a few specific points of criticism which should be made about the book. Firstly, it does not offer any concrete ‘handles’ for coming to grips with the practi- calities of doing this type of evaluation. It could be argued of course that this was not one of the objectives of the book, but that sort of excuse is now wearing thin. The alternative paradigm movement needs to address concrete issues of methodology at every opportunity, if its converts are not to become disillusioned.

Secondly, despite the attempt to broaden its context by dealing with the theory of evaluation, the book remain essentially ethnocentric. Its alleged international appeal is confined largely to Britain and the U.S.A. The apparent neglect of Third World countries and circumstances is particularly significant, given that Helen Simmons teaches in a British institution which has perhaps the largest concentration of education studer&esdarchers f;om Third World countries. One oresuonoses (and she should know) that the book will invariably-become an important reference for such students.

Thirdly, the book does not deal adequately with the key issues currently facing evaluation in Britain. These issues relate to the policies of educational control and finance, in

a social setting which appears to be increasingly receptive to the rationale and sentiments of market forces. The battle for control of education has reached new heights, the need for accountability at all levels has intensified, and the yardstick by which managers and parents judge education appear to be changing rapidly. In such circumstances, it simply will not do for the alternative movement to bury its methodological head in the moral sands of idealist intervention/brokerage, as implied by democratic evaluation. A more vigorous and balanced debate on these key issues throughout the book, would have added a welcome dimension for most readers.

Generally, the book is an important and timely addition to the growing body of literature, through which the ‘alternative paradigm’ movement in educational research and evaluation has gained substantial credibility in recent years. It is important because it documents from yet another participant actor’s perspective, the evolution of a viable alternative to statistics-based research and evalua- tion. It is timely because, in the current state of unprecedented central government intervention, it offers inspiration and hope to those who must now feel trapped in a rearguard battle to rescue the democratic framework which has come to be regarded as a hallmark of British education.

CREAM WRIGHT Milton Margai Teachers’ College, Sierra Leone

Agricultural Extension Worldwide: Issues, Practices and Emerging Priorities: William Rivera and Susan Schram (editors). Croom Helm, London, 1987, 294~~.

This well presented volume of papers resulted from a series of colloquia held during 1985-86 at the University of Maryland’s Center for International Extension Develop- ment. It is an important book because it draws together recent thinking, particularly that of prominent American academics and extension specialists from the World Bank and the Food and Agriculture Organisation, based on several decades of experience in agricultural extension around the world. Whilst much of their writing will be familiar to students of extension, it is helpful to have so many of the key issues discussed within the one volume. A number of recurring themes emerge in the book, which may be summarised by capturing the frequent occurrence of topical ‘buzzwords’. These include linkages-particu- larly those between extension and research; policy issues and political commitment; incentives (for both extension workers and farmers); research investment; management, and and of leadership; gender issues and the particular needs of women in agriculture; new technologies in communication; efficiency.

A number of papers make a particular impact. These include Schuh’s on the policy environment-which stressed both the centrality of policy issues for extension effectiveness, and the need for policy education to become part of any extension programme. Evenson presents an interesting analysis of the impact of the International Agricultural Research Centres on national research and extension programmes. He indicates that investments in agricultural research have produced ‘extraordinarily high returns in terms of increased agricultural output . . .’ and

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shows that generally national research programmes are underinvested, and that is particularly so for non-traded food commodities. He concludes by showing that the IARC system has had a significant and positive impact by stimulating more spending in national research systems as well as improving qualitative aspects of national research.

Weidemann looks into the design of extension pro- grammes for women farmers, and points out that the UN estimates indicate that one-third of all farm households in the developing world are headed by women. She looks at current extension delivery models and indicates the need for redesign and appropriate training if these are to become relevant to women. Her article finds an echo in Baxter’s on emerging priorities, in which he states that of four major priorities, designing extension programmes for women farmers is probably the ‘most difftcult to achieve . . . perhaps most significant in the long rnn’. (His other three priorities are extension costs, linkages between extension and research and the use of new technoIogica1 developments in the field of communication.)

Moris looks at a critical area-the incentives for effective extension at the fa~er~xtension agency interface. He focusses both on farmer incentives (a policy issue) and front-line worker incentives (very much a management issue). He shows that frequently disadvan- taged (and demoralised) field workers meet disadvantaged client groups (women, small farmers, etc.). His pithy approach to management issues- the multipli~tio~ of ‘dissatisfiers’ at the field level-leads to an examination of possibilities for extension reform. He looks at both the potentialities and the limitations of Farming Systems Research and of the Training and Visits extension system. A useful complement to Moris is Rivera who describes the move towards top-level management training as the way forward for India’s extension services, following the widesnread introduction of T & V. Whilst arguing cogently for improving senior management’s capacity ;he shows that this must be balanced with a strong pohtical commitment to agricultural extension.

A useful epilogue draws together the main themes of the book and concludes with a checklist of both practical and conceptual problems. The final argument is for the development of new paradigms in extension, which are already beginning to emerge. Narrow concepts of technology transfer need to broaden into those of knowledge transfer; and extension needs to be viewed as part of the total process of agricultural development-a multifaceted process, with linkages and knowledge flows to be resourced, managed and facilitated at every stage.

The main weakness of the book is its rather narrow focus, given its claim to take a worldwide view. It focusses on extension in a limited range of developing countries, and by-and-large, is weak in cont~butions from the developing world. It lacks any from either Western Europe or Australasia, both sources of a good deal of current extension thinking. Nonetheiess it is an important review, and will be particularly useful as a starting point for students of comparative approaches to agricultural’ extension.

IAN WALLACE University of Reading

Speaking Mathematically: Communication in Mathematics Classrooms: D. Pimm. Routledge & Kegan Paul, Henley, 1987

This is a fascinating and thought-provoking book which presents language as a metaphor for mathematics, and explores some of the implications for mathematics education of looking at the subject in this way. The current fashion for identifying metaphor in unexpected contexts is sustained further with a range of more specific mathemati- cal examples. In particular the symbol/referent distinction is stressed; it is argued that the former can be regarded as a metaphor for the latter. However, the issue is not so much whether it is correct to interpret much mathematical usage in terms of metaphor, but whether (as Pimm believes) it is of value to do so.

At least four types of statement are made in the book: (i> statements in mathematics, e.g. ‘5 x 4 = 20’; (ii) statements about mathematics, e.g. ‘mathematics is

a language’; (iii) statements that arise in the process of leurning

mathemati~, e.g. ‘We take a ten, don’t we’; (iv) statements about r&e process of learning mathe-

matics, e.g. ‘Pupil talk should be focused, explicit, disembodied, and message-oriented’. The reader must move among the several levels and meta levels. Indeed, the author seems to be writing for several audiences, and the book is apparently intended both as an in-service manual for mathematics teachers and as a serious contribution to research.

Pimm attacks premature symbolization, and argues the importance of ‘talk’ in learning mathematics. He favours an increased oral emphasis and, following current developments in language teaching, suggests a communi- cative approach to mathematics. ‘Ibe book presents some very interesting ideas and questions, and is illustrated with many examples, often in the form of classroom transcripts. However, this reviewer is uneasy about the relative importance of some of the points made. For example, on the theme of pupil talk, there seems little mention of strategies by which teachers can control such talk so as to maximise its effectiveness as part of the learning process.

Indeed, I continually found myself being led along paths that were not followed in the book. For instance, one particularly helpful concept discussed is that of the mathematics register, the set of mathematical meanings together with the words and language structures which express them. Pimm offers tempting glimpses into the mathematics registers of other languages (including Russian and Kiswahili) but does not pursue their differences and similarities. What if mathematics is more difficult in English than in Japanese (say) because of the respective registers? Another major area to which only brief reference is made is the problem of learning mathematics in a language of instruction other than the mother tongue. Pimm’s general approach would seem to have considerable potential for progress with this problem, both in the context of developing countries, and for ethnic minorities in countries such as Britain.

DAVID PENNYCUICK University of &sex