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This document contains two papers that deal with the shifts in learning and teaching at Charles Sturt University (CSU), Australia. The first paper, "Inaugural CELT Learning and Teaching Forum: Re-Examining Learning and Teaching at CSU, Outcomes and Further Actions," contains the outcomes and further actions arising from the inaugural CELT (Centre for Enhancement of Learning and Teaching) Learning and Teaching Forum held February 11-12, 1997. The paper examines the first-year experience; the relationship among teaching, assessment, and student learning; the use of technology to enhance student learning; and evaluation processes. It also includes a summary of Forum poster displays and demonstrations. The second paper, "Use of Electronic Mail Among Park Management Students at Charles Sturt University" (Dirk H. R. Spennemann), provides data and analysis of student e-mail usage patterns. With the transition to on-line systems, the use of e-mail and listservs will provide value-added dimension in terms of communication and interaction for off-campus students. Teaching staff are interested in exploring how they can use electronic communication to enhance learning, and the effect its use will have on the time required for teaching. The development of effective multimedia and computer-assisted learning is only possible if educators understand students' expectations, attitudes, and abilities in relation to computers and computer-based learning. (SWC)

This document contains 14 papers on the purposes and traditions, challenges and dilemmas, and new approaches and issues in liberal adult education. The following papers are included: "Introduction" (Duke); "Decus et Tutamen: Liberal Adult Education" (Thomas); "Tradition in British University Adult Education and the WEA [Workers' Educational Association]" (Fieldhouse); "The WEA and Liberal Adult Education" (Ross); "Liberal Adult Education as Catalyst for Change: Everett Dean Martin and the American Association for Adult Education" (Day); "Liberal Adult Education and the Liberation of Adults" (Shimada); "Vocationalism, Competence and Dewey's Liberalism" (Hyland); "Contractualism: The Modern Alternative to Liberal Adult Education in the Australian University" (Bagnall); "The Liberal Tradition: How Liberal? Adult Education, the Arts and Multiculturalism" (Jones); "Accreditation: The Dilemma of Liberal Adult Education" (Benn); "Women's Education in Japan" (Yamamoto); "Liberal Adult Education: A Contemporary Approach" (McIntosh); "Adult Education from Below: Notes from a Participatory Action Research Project" (Schratz); "Lifelong Education a Necessity" (Gestrelius); and "Postscript--The Wadham Conversation" (Duke). (MN)

This document contains 15 papers from the information technology (IT) in vocational education and training (VET) section of an international conference on VET for lifelong learning in the information era. The following papers are included: "Adapting the System of Continuing Vocational Education for the 3rd Industrial Revolution--Experiences from the Swedish Pilot Project with AVE (Advanced Vocational Education)" (Mats Lindell); "A Flexible Investment: The Australian VET Sector's Framework for Applying New Technologies in Learning" (Sandra Lerch, Peter Le Cornu); "E-Portfolio: More Than an Electronic Resume" (N. Faye Angel); "A Joint Venture in Distance Education Program between Hong Kong and Australia" (Fun-ting Chan, John Messing); "An Evaluation of a Model Multiple Site Distance Learning Program for Non-traditional Students" (Dale E. Thompson, Betsy Orr, Kit Brooks, Cecelia Thompson); "How to Teach Students in the Information Era?" (K.C. Chu); "Integrating Adult Learning Principles in Web Based Open Learning" (Shyamal Majumder); "Integrating the Strengths of the Web-Based and Traditional Models of Teaching" (T.Y. Leung, Sarah Y.S. Tran); "Web-Site Teaching: Analysis of Its Future Development" (Ying Wai Peter Chiu); "Using the Web to Enhance Language Teaching and Learning and Distributed Cognitions in a Conventional Sub-degree Setting" (Wanda W.Y. Lau); "The Effectiveness of Using Technology to Teach English as a Second Language" (Rita Yuk Kwan Ng); "Web-Based Vocational English: Development, Practice and Problems" (Kim Hung Martina Chan, Chi Ming Lee);"Establishing a Virtual Building and Construction Site for Education and Training" (John F. Barrett, Brian Wilkins); "The Webvolution's Impact on Vocational Classrooms and Administration" (Elaine S. Stith); and "Audio and Video Development for Multimedia and Web-Based Applications" (Teresa Yohon). Most papers contain substantial bibliographies. (MN)

A collection of papers on distance education is presented. "Distance Education: An Option for Social Welfare and Social Work Education in the 1990s" (Robert A. Bush and Chris J. Williams) discusses the implications for welfare education of changes in tertiary education and community services industry that are likely to pressure welfare educators to change their educational strategies. This paper also examines the potential for using distance educational technology is social work and social welfare education programs. "Educational Packages for External Students" (Peter A. Donnan) examines that constitutes a well written and designed package for external students. "Textbook Selection: Evaluative Criteria" (Brian Hemmings and David Battersby), presents a procedure that instructors might adopt to assist in decision making. An appendix provides an alphabetical list of textbooks assessed, including checklist scores. (SM)

This book contains 12 papers exploring the problem of strengthening the notion of the United Kingdom as a learning society by making the country's higher education system more responsive to the various social groups that have traditionally been underrepresented in all areas of the nation's formal, postcompulsory education system. The following papers are included: "Introduction" (Julia Preece); "Mind the Gap: Widening Provision, Guidance, and Cultural Change in Higher Education" (Rennie Johnston, Fay Croft); "Extending the Guidance Boundaries: An Exploration of Educative and Empowering Guidance Strategies for Learners Who Have Been Long-Term Unemployed" (Ann-Marie Houghton); "Disadvantaged Youngsters: Raising Awareness, Aspiration and Access through a Summer School" (John R. D. Blicharski); "IT (Information Technology)-Based Guidance: Reaching the Parts that Other Guidance Cannot Reach?" (Irene Chapman, Sarah Williams); "What's the Point? Questions that Matter in Community-Based Projects Designed To Counter Social Exclusion and Increase Participation in Continuing Education" (Colin Trotman, Heather Pudner); "As Broad as It's Long: Challenging the Limitations of Traditional Continuing Education Strategies for Widening Participation" (Cal Weatherald, Geoff Layer); "Dismantling the Barriers: Educational Justice and Access in Ireland" (Rosemary Morris, Brian McMahon); "Student Equity: An Australian Perspective" (Margaret Heagney, Margaret James); "Access Strategies under Severe Circumstances: Promoting Access in the Chelyabinsk Region of the Russian Federation" (Maurits van Rooijen); "The Role of Social Theory in Action Research: Working for Change in a University Adult Education Department in a Multi-cultural City" (Jane Clarke); "Youth Views: A University of Bradford Community Action Research Project Conducted with and for Young People from Minority Ethnic Communities in Bradford" (Nadira Mirza, Tony Jowitt); and "Does It Make Any Difference that We Are a University? The Community Perspective" (Julia Preece). (MN)

This collection includes three perspectives on "full service schools" and "school linked services." The first paper, "Schools and Social Change" by (Joan Kirner), highlights the role of Full Service Schools in Australia in recreating a sense of community in the face of global change and global decisions. This paper outlines the prerequisites for educational change. The second paper, "Linking Services, School Reform, and Community Development" by (Dev Mukerjee), suggests that a full service school approach should join school reform, interagency collaboration, and community development to reduce educational disadvantage. The third perspective, "Full Service Schooling for Full Citizenship from Theory to Practice" by (Robert Semmens and Helen Stokes), explains how Full Service Schools can be introduced in ways that enable students to become active and independent citizens. Each paper contains references. (SLD)

This book contains 13 papers examining topical issues in vocational education and training (VET) in Victoria, Australia. The following papers are included: "Vocational Education and Schooling: The Changing Scene" (Jane Kenway, Sue Willis, Peter Watkins, Karen Tregenza); "The Enterprise Approach" (James Mulraney); "VET Programs at James Harrison College" (John Bromilow); "'Great Organisations Dream Great Dreams" (David Gallagher); "An Investigation into the Impact of Mentoring Unemployment" (Barbara Hammond); "Issues Confronting Vocational Education in Victorian Schools in the Late 1990s" (Karen Tregenza, Jane Kenway, Peter Watkins); "Participant Pathways and Outcomes in Vocational Education and Training: 1992-95" (Peter Dwyer, Aramiha Harwood, Geoff Poynter, Johanna Wyn); "Paths to Pathways: Educational Pathways for Educationally Disadvantaged Young People" (Jennifer Angwin, Louise Laskey); "Enhancing Girls' Post School Options through Career and Vocational Education" (Jane Kenway, Sue Willis); "Vocational Education Programs: Managing Risk in a Risk Society" (Peter Watkins); "Reframing the Discourse of Skill" (Nancy S. Jackson); "Learning about Poverty, Disadvantage and Justice" (Basil N. Varghese); and "Spectacle in the Dark: Youth as Transgression, Display, and Repression" (Leslie G. Roman). Individual papers contain references. (MN)

This collection of 12 papers examines the governance and funding of higher education in Australia, focusing on the national education reforms of 1987-88 and their effect on universities. Papers include: (1) "Higher Education in International Perspective" (David M. Cameron); (2) "Governance and Funding of Higher Education" (David Kemp); (3) "Funding Higher Education" (Peter Baldwin); (4) "Intergovernmental Relations in Australian Higher Education: A Critique" (Neil Marshall); (5) "Governance and Influence in Higher Education in Australia" (Leo West); (6) "Changing Commonwealth-State Roles in Higher Education: A Comment on Developments in Victoria, 1988-1991" (Ron Cullen); (7) "Past, Present, and Future: The Australian University in the Twenty-First Century" (Peter Karmel); (8)"Financing Higher Education: A National Program Management Perspective" (Michael Gallagher); (9) "Funding of Australian Universities: Future Diversity and Adversity?" (Gordon Stanley); (10) "The Institutional Perspective: Autonomy and the Interface with Government" (David Penington); (11) "Governance and Funding of Higher Education" (Leonie Kramer); and (12) "Managerialism, Economic Rationalism, and Higher Education" (Bob Bessant). Commentary is provided by Grant Harman, Roger Scott, Ken McKinnon, Bruce Chapman, Frank Hambly, Vin Massaro, Brian Wilson, Rae Wear, and Adam Graycar. Concluding remarks are provided by Di Zetlin, Campbell Sharman, and David Cameron. (MDM)

One of the challenges facing Australia is the ageing of the population. Of major concern, especially to government, is that the dependency ratio--a measure of the burden that economically active persons carry by supporting dependent persons--will increase significantly unless older people keep working or immigration is used to change the demographic profile of the population. In the latest intergenerational report, the Australian Government identifies a number of education, employment service, and income support initiatives designed to increase participation of older workers. The Consultative Forum on Mature Age Participation, launched as part of the Productive Ageing Package in 2010, will assist in identifying opportunities for the government to further support employment for mature-aged workers. To help inform the consultative forum, and to generate discussion on older workers more broadly, the National Centre for Vocational Education Research (NCVER) commissioned six researchers to draft essays on various issues around keeping older Australians engaged. Topic areas the authors touched on included: international trends in "active ageing"; age discrimination; determinants of labour force participation; the economics of population ageing and the effects of superannuation reform; the nature of workforce participation and under-participation; and employability and training. Discussants were invited to present and respond to these essays at a policy roundtable held in May 2011. The essays and the discussants' responses are contained in this volume, which also includes an introduction that distils the major themes. The major themes were: (1) the need to recognise the diversity of older workers; (2) the challenge of low literacy and numeracy skills for some groups of older workers; (3) issues around discrimination and stereotypes; (4) lifelong learning as a core concept in modern careers, aligned with the notion of active ageing; and (5) that it should not be assumed that all older workers want to keep working. This publication contains: (1) Introduction (Georgina Atkinson and Francesca Beddie); (2) Making the Most of Mature Minds: Issues, Trends and Challenges in Making Active Ageing a Reality (Jasper van Loo); Discussant (Elizabeth Brooke); (3) Employment at Older Ages in Australia: Determinants and Trends (Peter McDonald); Discussant (Graeme Hugo); (4) Ageism and Age Discrimination in the Labour Market and Employer Responses (Philip Taylor); Discussant (Michael Keating); (5) Economics of Population Ageing: Australia May Not Have a Labour Supply Problem, but Recent Superannuation Reforms Have Not Helped (Bruce Headey); Discussant (Saul Eslake); (6) Understanding Mature-Age Workforce Participation in Australia (Helen Kimberley and Dina Bowman); Discussant (Michelle Hogan); and (7) Older Workers, Employability and Tertiary Education and Training (Stephen Billett); Discussant (Hugh Guthrie). Individual papers contain tables, figures, footnotes and references.

The chapters in this book originated as papers for a conference, School Choice and Educational Change, held in March 2000 at Michigan State University. An introductory chapter provides a comparative analysis of the lessons learned from international experience with school-choice policies, based on a review of case studies in several countries. The papers/chapters are as follows: "Does Privatization Improve Education? The Case of Chiles National Voucher Plan" (Martin Carnoy and Patrick J. McEwan); "School Choice in New Zealand: A Cautionary Tale" (Edward B. Fiske and Helen F. Ladd); "School Choice and Educational Change in England and Wales" (Geoffrey Walford); "Market Forces and Decentralization in Sweden: Impetus for School Development or Threat to Comprehensiveness and Equity?" (Holger Daun); "School Choice Policies and Their Impact on Public Education in Australia" (Max Angus); "Education Reform and School Choice in South Africa" (John Pampallis); "School Choice in the Peoples Republic of China" (Mun C. Tsang); "Public Support for Private Schools in Post-Communist Central Europe: Czech and Hungarian Experiences" (Randall K. Filer and Daniel Munich). (WFA)

This book contains 16 papers on learner support in distance education in an international context. The following papers are included: "Constructivism or Confucianism? We Have the Technology, Now What Shall We Do With It?" (Louise Aylward); "Exploring Informal Study Groups in a South African Teacher Education Programme" (Carol Bertram); "Supporting the Masses? Learner Perceptions of a South African ODL (open and distance learning) Programme" (Norma Corry, Tony Lelliot); "Addressing the Learning Skills Needs of Students at a Distance: A Dual Medium Approach" (Margaret Johnson, Clive Barrett); "Supporting the Student in New Teaching and Learning Environments" (Brian Kenworthy); "The Importance of the Tutor in Open and Distance Learning" (Helen Lentell); "Remembering Our Common Work: Institutional Support for Open Learning" (Alan Mandell, Lee Herman); "On-line Learning and Supporting Students: New Possibilities" (Robin Mason); "The Centrality of Learner Support in Open and Distance Learning: A Paradigm Shift in Thinking" (Roger Mills); "Distance Higher Education and Library Services in Japan" (Chieko Mizoue); "Changing Entrenched Learner Support Systems: Vision and Reality" (Evelyn Pulane Nonyongo); "Lost and Found: Open Learning Outside the Doors of Academe" (Jennifer O'Rourke); "Challenges in Adjusting to New Technology in Supporting Learners in Developing Countries" (Jason Pennells); "Delivering Learner Support On-line: Does the Medium Affect the Message?" (Marion Phillips); "Rethinking Learner Support in the Open University UK; A Case Study" (Alan Tait); and"Collaborative On-line Learning: Transforming Learner Support and Course Design" (Mary Thorpe). All papers include substantial bibliographies. (MN)

This book, which focuses on how personality, societal values and politics have influenced the mission of adult education, contains 34 papers originally presented at a 2000 conference on the history of adult education. Following a Foreword (Poggeler) and Preface (Nemeth) the papers are: "The Globalization of Adult Education and the One World Concept: Aspects of Their History, Present and Future" (Poggeler); "Adult Education in a Voluntary Social Movement: the Education Work of the British Anti-Apartheid Movement, 1959-94" (Fieldhouse); "Adult Education and Cooperation: The History of a Dutch Walden" (van Gent); "Questions of Value in Adult Education: A Theoretical-Scientific and Methodological Challenge in the History of Adult Education" (Theile); "Influence of Ideas and Institutions on the Culture and Adult Education in Hungary" (Felkai); "The Changes Of Folk ANF Worker's Universities in Slowenia Between 1945-1991" (Jug); "THR Folk High Schools From the View of Political and Social Problems of Poland" (Solarczyk); "Basic Conceptions and Aims in Some Theories of Adult Education Through History" (Popovic); "The Role of Scientific Positivism in European Popular Educational Movements: France and Radical Free Masonry" (Steele); "Samuel Smiles and the Ideology of Self-Help" (Cooke); "How Adult Education Participates in the Making of 'Active Society'" (Bouverne-De Bie); "Local and Global Experiences and Dimensions of German Adult Education" (Hinzen); "Adult Education and the Human Rights Movement: Toward a Global Research Agenda for the History of Adult Education" (Boucouvalas); "The Performance-Directed or Task-Oriented Approach as a Teaching and Learning Concept in Adult Education" (Paape); "The Assimilation Possibilities and Problems of East European Adult Education After the Political Change: The Example of Hungary" (Petho); "Ideological and Paradigmatic Changes in the History of a German Further Education Centre Based on the Centre of Further Education, Aachen" (Putz); "Struggle and Compromise: A History of South African Adult Education from 1960 to 1999" (Aitchison); "Idealists and Liberal Adult Education in the West of Scotland" (Turner); "Through a Glass Darkly: The Seduction of an Adult Education Social Movement" (Benn); "Adult Education and Social Movements: A Century of (Informal) Learning in Social Movements" (Dekeyser);"Grundtvig: From a European and Romanian Perspective" (Sacalis); "Self-Fulfilling Prophecy in Adult Education as an Ethical Issue" (Cser); "The Social-Historical Conditionality of the Constitution and Activities of Croatian People's and Workers' Universities" (Ceptic); "The Transformation of Adult Education from Culture to the World of Work" (Tosse); "Lloyd Ross and the Education of Australian Workers" (Morris); "From the Workers' Education to the Work Development: Historical Stages and Changing Interests in the Finnish Trade Union Education" (Tuomisto); "Social Based Adult Education: The Development of Workers' Education and Training in Pecs Hungary at the Turn of the 19th and 20th Century" (Koltai, Nemeth); "Adult Education An Ideal of Modernity: The End of Adult Education as a Social Movement" (Jarvis); "The History of the Finnish Adult Education System" (Ropponen); "Advanced Teaching Movement in Croatia and Its Influence on National Education" (Lavrnja, Klapan); "Some Changes in the Sphere of Adult Education in Russia in the Transitional Period: Socio-Psychological Aspects" (Mryakina); "Adult Education in Romania in the Last Ten Years Requirements and Realities" (Sava); "Social-Educational Aims and Forms of Adult Education on Distance in the 1980s in Poland: TV Vocational Agricultural School and Radio-TV High School for Working People" (Gajda); "Dutch Andragology in Transformation" (Katus). Some of the papers contain figures and tables. All of the papers contain bibliographies, some of them substantial. (AJ)

This book contains 19 papers examining innovation in open and distance learning through development of online and World Wide Web-based learning. The following papers are included: "Innovation in Distributed Learning: Creating the Environment" (Fred Lockwood); "Innovation in Open and Distance Learning: Some Lessons from Experience and Research" (Bernadette Robinson); "The Influence of Teacher Beliefs on Flexible Learning Innovation in Traditional University Settings" (Edward Peter Errington); "Promoting Innovation and Change in a 'Traditional' University Setting" (Claire McLachlan-Smith, Cathy Gunn); "Making a Virtue of Necessity--Low-Cost, Comprehensive Online Teaching and Learning Environment" (Bruce King); "Experimenting in Lotus LearningSpace" (Sheila Tyler, Mike Green, Claire Simpson); "Generic Structures for Online Teaching and Learning" (Lindsay Hewson, Chris Hughes); "Selecting an Integrated Electronic Learning Environment" (Alistair Inglis); "Flexible Toolboxes: A Solution for Developing Online Resources?" (Ron Oliver, Stephen Towers, Peter Skippington, Yvonne Brunetto, Rod Farr-Wharton, Ann Gooley); "Lifelong Learning: Generating New Learning Opportunities" (Anne Gooley, Peter Skippington, Stephen Towers); "Campus Re-engineering" (Stephen Brown); "Student Recruitment and Retention in a Self-Financing University" (Danny S.N. Wong, Todd C.Y. Ng); "Using Networking Tools to Support Online Learning" (Ron Oliver, Catherine McLoughlin); "Mentoring in Open and Distance Learning" (Chris Morgan, Andre Smit); "Changing the Pattern: Towards Flexible Learning, Learner Support and Mentoring" (Santosh Panda, Tapan Jena); "Innovations in Online Assessment" (Chris Morgan, Meg O'Reilly); "VESOL [Video Auto-Editing System for Open Learning]: Cost-Effective Video Production to Support Distance Learners" (Patrick McGhee, Christopher O'Hagan); "Supporting Effective Reading of Pictorial Materials in Visually Oriented Learning Environments" (Ric Lowe); and "Professional Development in Distance Education--A Successful Experiment and Future Directions" (Ulrich Bernath, Eugene Rubin). Some papers include substantial bibliographies. (MN)

This book contains 14 papers on adult education and the struggle for knowledge and power in society. The following papers are included: "At the Heart of Practice: The Struggle for Knowledge and Power" (Ronald M. Cervero, Arthur L. Wilson); "The Power of Economic Globalization: Deskilling Immigrant Women through Training" (Shahrzad Mojab); "Silent Power: HRD (Human Resource Development) and the Management of Learning in the Workplace" (Fred M. Schied, Vicki K. Carter, Sharon L. Howell); "The Power of Discourse: Work-Related Learning in the 'Learning' Age" (Elaine Butler); "The Power of the State: Connecting Lifelong Learning Policy and Educational Practice" (Kjell Rubenson); "The Politics of Globalization: Transformative Practice in Adult Education Graduate Programs" (Budd L. Hall); "The Power of Race and Gender: Black Women's Struggle and Survival in Higher Education" (Juanita Johnson-Bailey); "The Politics of Positionality: Teaching for Social Change in Higher Education" (Elizabeth J. Tisdell); "Transforming Boundaries of Power in the Classroom: Learning from La Mestiza" (Mechthild Hart); "The Politics of Access and Communication: Using Distance Learning Technologies" (Nod Miller); "A Political Analysis of Discussion Groups: Can the Circle Be Unbroken?" (Stephen D. Brookfield); "The Politics of Place: Producing Power and Identity in Continuing Education" (Arthur L. Wilson); "Solidarity and Power in Urban Gay Communities: Planning HIV Prevention Education" (Kimberly B. Sessions, Ronald M. Cervero); and "Power in Practice: A New Foundation for Adult Education" (Arthur L. Wilson, Ronald M. Cervero). All papers include substantial bibliographies. (MN)

This document contains the six of the seven keynote speeches from an international conference on vocational education and training (VET) for lifelong learning in the information era. "IVETA (International Vocational Education and Training Association) 2000 Conference 6-9 August 2000" (K.Y. Yeung) discusses the objectives and activities of Hong Kong's Vocational Training Council, which is Hong Kong's major provider of VET. "Reform and Development of Tertiary Vocational Education in China" (Binglin Zhong) summarizes the current situation regarding tertiary VET in China, lists its motivations and main characteristics, and outlines the policies and measures being implemented by the Chinese government in preparation for VET's continued development. "Managing Changes in the Information Technology and Telecommunications (IT&T) Industry--The Challenge for Australian Vocational Education and Training (VET) Leaders" (Heather Crawford) identifies the six most pertinent changes to the IT&T sector and considers their impact on VET providers. "Global Implications of Education's Potential for Stimulating Economic Development" (David H. Monk) describes past and future contributions of education to economic growth and development with an emphasis on VET's potential unique role. "ICT (Information and Communications Technology)-Supported Development of Competent Skilled Workers and Professionals" (Johanna Lasonen) focuses on the function of and preconditions for applying information technology in the context of education and training in Finland and elsewhere. "Whither Vocational Education?" (Lee Ngok) explains VET's place in Hong Kong's current and future education systems. Two papers contain substantial bibliographies. (MN)

This collection of papers links policy, school leadership, and teachers' lives, three factors that are influential in creating quality learning opportunities for students. Each chapter provides contemporary insights and represents a range of original empirical and conceptual research focusing on the ideological, social, and educational policy contexts, national and global trends and their impact upon leadership, and the quality of teachers' work in schools. There are 3 parts with 16 chapters. Part 1, "Teacher Professionalism and Conditions of Change," includes: (1) "Professional Knowledge and the Teacher's Life and Work" (Ivor Goodson); (2) "The Politics of the Secret Garden: Teachers and the School Curriculum in England and Wales" (Gary McCulloch); (3) "Changing Primary Schools in Hong Kong: Perspectives on Policy and its Impact" (Paul Morris, K. K. Chan, and Lo Mun Ling); (4) "Educational Researchers: Living with a Lesser Form of Knowledge" (David F. Labaree); and (5) "Rethinking the Practice of Teacher Professionalism" (Judyth Sachs). Part 2, "The Lives and Work of Teachers," includes: (6) "Multiple Truths and Contested Realities: The Changing Faces of Teacher Professionalism in England" (Gill Helsby); (7) "Stories of Change and Professional Development: The Costs of Commitment" (Christopher Day); (8) "The New Work Order and Australian Schools" (Shirley Grundy and Stewart Bonser); (9) "Working-Time Blues: How Norwegian Teachers Experience Restructuring in Education" (Kirsti Klette); and (10) "Student Teachers' Struggle in Becoming Professionals: Hopes and Dilemmas in Teacher Education" (Trond E. Hauge). Part 3, "Dilemmas of School Leadership," includes: (11) "Rethinking the Work of Teachers and School Leaders in an Age of Change" (Ibrahim Bajunid); (12) "Steering In and Steering Of the School" (Gunnar Berg); (13) "School Principals in Transition: Conflicting Expectations, Demands, and Desires" (Jorunn Moller); (14) "Preparing for External Inspection: School Leadership as a Continuing Project in Identity Construction" (Colin Biott and Franz Rauch); (15) "Leadership in an Era of Change: Breaking Down the Barriers of the Culture of Teaching" (Alicia Fernandez); and (16) "Reinventing School Leadership for Lasting Reform in the Third Millennium" (Brian J. Caldwell). (Each paper contains references.) (SM)

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An Exploration of the Reality of Participation Patterns in Austrian Universities" (Hans Pechar, Angela Wroblewski); "Germany; Non-Traditional Students in German Higher Education: Situation, Profiles, Policies and Perspectives" (Andra Wolter); "Ireland: Adult Learners and Non-Traditional Students in Irish Higher Education" (Tom Collins); "Sweden: Non-Traditional Students in Higher Education in Sweden: From Recurrent Education to Lifelong Learning" (Agnieszka Bron, Karin Agelii); "The United Kingdom: Redefining the Non-Traditional Student: Equity and Lifelong Learning in British Higher Education, 1985-2000" (Maria Slowey); "Canada: Higher Education and Lifelong Learning in Canada: Re-Interpreting the Notions of 'Traditional' and 'Non-Traditional' Students in the Context of a 'Knowledge Society'" (Hans G. Schuetze); "The United States: Heterogeneity of the Student Body and the Meaning of 'Non-Traditional' in U.S. Higher Education" (Seth Agbo); "Australia: Higher Education and Lifelong Learning: An Australian Perspective" (Richard James, David Beckett); "Japan: From Traditional Higher Education to Lifelong Learning: Changes in Higher Education in Japan" (Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu); and "New Zealand: The Impact of Market Forces in the Quest for Lifelong Learning in New Zealand Universities" (Roger Boshier, John Benseman). Most papers include substantial bibliographies. Twenty-three tables/figures are included. (MN)

Three directors of TAFE (Technical and Future Education) are represented in this publication. Speeches by Lyall P. Fricker of TAFE, South Australia are: "Innovation in TAFE" and "Tertiary Education for All." Speeches by Allan Pattison of TAFE, New South Wales include "TAFE in New South Wales: Past Achievements and Future Prospects"; "TAFE and Higher Education"; "TAFE and Government Initiatives"; "Change and the TAFE Teacher"; "The Changing Role of TAFE: Access, Accreditation, Awards, and Articulation"; "Youth and Future Printing Trade Technology"; "Industry and TAFE: A New Relationship?"; and "Setting the Scene." The final speech, entitled "Where Next?" was a Sadadeen Secondary College speech night address" delivered by Geoff A. Hodgson of TAFE, Northern Territory Department of Education. (CML)

This book consists of 14 selected papers that focus on the broad topic of Australian educational priorities. All the papers were originally presented at the Thirteenth Annual Conference of the Australian College of Education, which was held in May 1972. Titles of the papers include "Responsibility (The Buntine Oration for 1972),""Sociological Overview of Australian Society,""Educational Consequences of Social Change,""Resources Available for Education,""Priority for the Education of Technicians,""Priority in Multimedia Education Programmes,""History's Future in the Secondary School,""Priorities in Tertiary Education,""Human Values: A Priority in Australian Education,""Teachers--A Forgotten Priority,""Priorities Within Aboriginal Education,""Social Consequences of Educational Change in Papua and New Guinea,""Priorities in the Implementation of Educational Change," and "Assessment of Priorities." (JG)

This 1997 yearbook presents a vision of how research and classroom practices related to multicultural diversity and gender equity can reinforce each other to ensure a powerful mathematics program for all students regardless of their gender, race, ethnicity, or socioeconomic status. This book contains a variety of perspectives and diverse voices that address relevant issues and suggest possible models that exemplify the vision. The yearbook is organized in five parts: (1) Issues and Perspectives; (2) Classroom Cultures; (3) Curriculum, Instruction, and Assessment; (4) Professional Development; and (5) Future Directions. The first section contains five papers that address topics such as the inclusion of blacks in the mathematics community and lessons from multicultural classrooms in Australia. The second section contains seven papers addressing topics such as ethnomathematics, bias in the classroom, and gender-equitable classrooms. Nine papers on a variety of equity issues, including integrating culture into the mathematics classroom and assessment, are presented in next section, and five papers that cover family involvement and communication strategies are included in the fourth section. The book concludes with two papers that discuss perspectives on the future direction of equity efforts in mathematics education. (DDR)

This collection of papers examines what academics do as a work process and how that is changing dramatically with the fiscal crises being experienced by most governments around the world. It explores how academic work is organized, how it is enacted, in whose interests, and with what ultimate effects. Papers include: "Markets in Higher Education: Australia" (Simon Marginson); "States, Economies and the Changing Labour Process of Academics: Australia, Canada and the United Kingdom" (Henry Miller); "Canadian Universities and the Impact of Austerity on the Academic Workplace" (Howard Buchbinder and P. Rajagopal); "Goal Setting, Domestication and Academia: The Beginnings of an Analysis" (Mick Campion and William Renner); "Higher Education and the State: The Irony of Fordism in American Universities" (Wesley Shumar); "The Culture of Assessment" (William G. Tierney and Robert A. Rhoads); "Entrepreneurial Science and Intellectual Property in Australian Universities" (Sheila Slaughter and Larry Leslie); "The University of Life plc: The 'Industrialization' of Higher Education?" (Richard Winter); "Deck Chairs on the 'Titanic': Award Restructuring for Academics in the Age of Economic Rationalism" (Jan Currie and Roger Woock); "Beyond the Multiversity: Fiscal Crisis and the Changing Structure of Academic Labour" (Clyde W. Barrow); "Higher Education as a Form of Labour Market Reform" (Kerry Barlow); and "The Gendered Management of Equity-Oriented Change in Higher Education" (Anna Yeatman). (Each paper contains references.) (JDD)

This volume, in honor of higher education expert Clark Kerr, collects 21 papers that look at how and why the uses of the university have changed, are likely to change, and need to change in the years ahead. A Preface by Arthur Levine and an Introduction by Eric Ashby describe Kerr's career and contributions to higher education. Papers are grouped in five sections: A Dynamic Environment, Institutions in Transition, Changing Constituencies, Evolving Curriculum and Disciplines, and Critical Issues. The papers are as follows: (1) "Government and Higher Education" by Patrick M. Callan; (2) "The Economy and Higher Education" by Margaret Gordon; (3) "Federalism in American Higher Education" by Martin Trow; (4) "Research Universities in a New Era: From the 1980s to the 1990s" by Roger L. Geiger; (5) "Liberal Arts Colleges: What Price Survival?" by David W. Breneman; (6) "Community Colleges: Making Winners out of Ordinary People" by Leslie Koltai; (7) "California: A Multisegment System" by Neil J. Smelser; (8) "Higher Education Coordination: Australia and the United States" by Lyman A. Glenny; (9) "The Return to Europe: Issues in Post-Communist Higher Education" by Ladislav Cerych; (10) "Faculty: Differentiation and Dispersion" by Burton R. Clark; (11) "The President: A Precarious Perch" by Judith Block McLaughlin and David Riesman; (12)"Students: Interests, Culture, and Activism" by Philip G. Altbach; (13) "Governing Boards" by Joseph F. Kauffman; (14) "New Dimensions for General Education" by Virginia Smith; (15) "The Humanities in the 1990s" by Alberta Arthurs; (16)"Hearts, Brains, and Education: A New Alliance for Science Curriculum" by Marian Cleeves Diamond; (17) "Improving the Quality of Instruction" by K. Patricia Cross; (18) "Behind the Open Door: Disadvantaged Students" by Flora Mancuso Edwards; (19) "Campus Climate in the 1980s and 1990s: Decades of Apathy and Renewal" by Ernest L. Boyer; (20) "Diversity on Campus" by Arthur Levine: and (21) "Standardized Testing in a National Context" by Donald M. Stewart. Also included is "Afterword: A Personal Note on Clark Kerr" by James A. Perkins. Name and subject indexes and information on the contributors are included. Individual papers contain references. (JB)

This four-part volume addresses design principles for introducing democratic forms in workplaces, educational institutions, and social institutions, based on a trend toward participative democracy in Australia. Following an introduction, part I sets the context with two papers: "The Agenda for the Next Wave" and "Educational Paradigms: An Epistemological Revolution." Part II, Participative Design at the Organizational Level, includes "The Light on the Hill '88--'Skill Formation' or 'Democratization of Work'"; "Participative Design: Work and Community Life"; "Further Learnings about Participative Design"; "Matching Effectivities to Affordances in the Design of Jobs"; "Laissez Faire vs. Democratic Groups"; and "Getting to Grips with the Great 'Small Group' Conspiracy." In part III, Democracy throughout the System, the following articles are included: "Towards Real Democracy"; "Adaptive Systems for Our Future Governance"; "Industry Councils--Comments on One Aspect of the Jackson Report"; and "The Jury System and Participative Democracy." Part IV discusses participative democracy in education and contains the following papers: "An Inadequate Dichotomy: 'Structured' vs. 'Unstructured' Learning"; "A Training Workshop on the Theory and Practice of Search Conferences"; "Multisearches"; "An Alternative General Studies Curriculum: A Description, Results and Evaluation"; and "Participation and Self Management in Course, Workshop and Conference Design: Principles and Methods." The book's contributors are Merrelyn Emery, Fred Emery, and Allan Davies. (NLA)

This book consists of 16 selected papers that focus on the broad topic of new trends in Australian education. All the papers were originally presented at the Seventeenth Annual Conference of the Australian College of Education, which was held in May 1976. Titles of the papers include "Perspectives on Recent Changes in Australian Education,""Labor's Achievements in Australian Education 1972-1975,""The Political Economy of Educational Advancement,""Accountability in Australian Education,""Community Involvement in Education,""The School in the Community,""New World in the Morning?""The Dilemmas of Australian Preschool Education,""An Historical/Empirical Examination of the Effectiveness of Primary Teacher Preparation in Australia,""The Personal Development Programme in N.S.W. Secondary Schools: Rationale and Critique,""The 'Special Child' in Contemporary Australian Education,""Bilingual Education in the Northern Territory,""The Social Education Materials Project: A Review,""Directions in Advanced Education--Indicators and Influences,""A Model for Regional Tertiary Education," and "Policy Orientated Educational Research." (JG)

This collection brings together papers initially presented at a conference held in Helsinki (Finland) on gender equality in higher education in several European countries and elsewhere. Following an introductory chapter by the authors, the 30 chapters (separately authored) are grouped under the following topics: national politics and policies; students; academic work and careers; management; sexualities; women's studies; and strategies and interventions for change. The first group of chapters covers national politics and policies in Finland, Sweden, the Netherlands, Germany, Austria, and Norway. The next chapters examine problems for students in England and Flanders. Other chapters discuss academic work and careers in Israel, Belgium, Australia, Finland and the United States. Three chapters examine management issues in the United Kingdom and Russia; and four chapters focus on issues concerning gay, lesbian and bisexual students and staff in higher education. A sixth section covers women's studies; and in the final section, strategies and interventions for change are set forth. The study notes that while questions of gender inequality are remarkably persistent throughout the world, the form they take and the strategies employed vary. Appended is an agenda for the conference and a description (including subscription information) of the European Network on Gender Equality in Higher Education. (Individual chapters contain references.) (RH)

This conference, composed of senior administrators and academics, discusses the problems of governance of higher education in Australia. In light of changing demographic factors, a depression in the labor market for graduates, changing social aspirations and the emphasis on life-long education, the attitude of the colleges will have to change, and a new governance model that allows for dynamic change and development across the total educational spectrum will have to be developed. Papers presented explore such problems. Reexamined are Commonwealth/State relations in advanced education, the roles of the Commission on Advanced Education, the State Co-ordinating Authorities and the Colleges themselves, and the governance of the Australian colleges of advanced education. Provided is a framework of current trends and issues in governance. (Author/KE)

The basic theme of this yearbook, "The Role of the Schools in the Improvement of Community Life," is open to a variety of interpretations. Many factors determine what role the schools will play in a particular country or area, and consequently, what part they may have in community improvement programs. Among the factors are the history and traditions, the economic, political and social conditions, and the culture of the country. Of great importance is the prevailing viewpoint, both among educational leaders and the general population, on the scope and purpose of education. The answer to the question, "To what extent is the school responsible for the type and quality of community living?" will largely determine the extent to which the school will participate in community development programs. This yearbook will describe what is being done in many parts of the world to use education as a creative weapon in the war against instability at the community level. Part I of this document--Some Programs in Action--contains the following papers: (1) The Bolivian Nucleos (Thomas A. Hart); (2) Community Education in Puerto Rico (Fred G. Weis); (3) Community Schools in the Philippines (Jose V. Aguilar); (4) The Role of the Schools in the Development of Community Life (W. E. Baker); (5) The "Schuldorf Bergstrasse" (Friedrich Ploetz); (6) The New Nationwide Program of Fundamental Education in Iran (Luanna J. Bowles); (7) Community Development through Adult Education (Philip Sherlock); (8) The Gold Coast Community Development Service (P. du Sautoy); (9) Fundamental Education at Ubon, Thailand (Richard M. Tisinger); (10) "CREFAL" Trains Teachers for Community Leadership (Horace G. Ogden); (11) Seeing is Believing: Community Education in the British Cameroons (Robert S. Drew); (12) Nomadic Education in Ethiopia (A. I. Sheddad); (13) Education for the Nomadic Tribes of Iran (Glen S. Gagon); (14) The Second Unit Rural Schools of Puerto Rico (Osvaldo Rodriguez Pacheco); and (15) The Community School in a Great Metropolis (Leonard Covello, Simon Beagle, and Leon Beck). Part II of this publication--Some Common Tasks--includes the following: (1) Community Schools of Taiwan--The Growth of an Idea (H. Emmett Brown, Isabelo Tupas, and Henry Yang); (2) College in the Country (J. Carson Pritchard); (3) Producing Instructional Materials in Thailand (Bernice E. Leary); (4) Preparation of Teaching Materials, U.S. Bureau of Indian Affairs (Ann Nolan Clark); (5) A School is Born (Mammo Wolde Senebet); and (6) Getting a Community School Program Started and Keeping it Going (Frederick H. Bair). Part III--Some Common Misunderstandings--includes: (1) Community Education and the Schools (Verna A. Carley; (2) Education and Village Improvements in India (Humayun Kabir); (3) Education and Changing Social Patterns (Samuel C. Adams, Jr.); and (4) The Relation of Education and Other Professions and Resources (Willard W. Beatty). (Contains 32 footnotes.) [The Yearbook Committee members were Bess Goodykoontz, Lane C. Ash, Muriel W. Brown, Paul S. Bodenman, Delia Goetz, Ella W. Griffin, and Frederika M. Tandler. Best copy available has been provided.]

This book contains the following papers about the history and role of Australia's mechanics' institutes and schools of arts: "'The Light of Heaven Itself': The Contribution of the Institutes to Australia's Cultural History" (Candy); "Dispelling 'the Stagnant Waters of Ignorance': The Early Institutes in Context" (Webby); "The Melbourne Mechanics' Institute: Its First Thirty Years" (Eastwood); "The Advantages of Mechanics' Institutions: Part I" (Osborne); "'A Slight Encouragement': The Colonial Book Grant and the Victorian Parliament, 1857-1860" (Hubber); "Conflict, Consensus and Culture: The Geelong Mechanics' Institute to 1900" (Askew); "'Respectable' and 'Useful': The Institute Movement in Western Australia" (Rose, Birman, White); "The Education of Adults in Schools of Arts in Colonial New South Wales" (Whiting); "Some Aspects of the Role of the Institutes in Technical Education in New South Wales, 1878-1916" (Laurent); "The Movement's Contribution to the Visual Arts: Three New South Wales Case Studies" (Riley); "Foundations and Fortunes of the Mechanics' Institutes and Schools of Arts in New South Wales" (Raath); "The Architecture of the Institutes: Selected Examples from Queensland" (Kellermeier); "Growth and Decline of the Queensland Schools of Arts, 1849-1981" (Inkster); "The Rockhampton School of Arts Library and Museum in the Nineteenth Century" (Murdoch); "A Tale of Two Cities: Mechanics' Institutes in Hobart and Launceston" (Petrow); "The Advantages of Mechanics' Institutions: Part II" (Lillie); "A Close Affiliation: Coordination of Institutes in South Australia" (Talbot); "'Improvement' and 'Progress': The South Australian Institutes after World War I" (Bettesworth); and "'This Meeting Is Now Closed': The Social Significance of the Institutes in Retrospect" (Laurent). An index and list of institutions referred to and/or illustrated are also included. (MN)

Broad shifts in the social and economic policies of Australia's developing industrial democracy have brought about an urgent need to discuss the educational implications and related issues. Written to raise key questions and promote discussion, this paper first focuses on the educational base from which industrial democracy must develop in Australia. The author discusses the conflicting trends in Australian education which at one time encouraged participative decision-making processes through experiential learning and at other times prohibited participation through traditional, authoritarian processes. Secondly, the author identifies the critical or strategic groups which need to re-think their educational philosophies and methods if they are to accommodate a more democratic industrial society. Thirdly, the author indicates the need for new educational ideas, processes, and programs necessary for the development of recurrent education for industrial democracy. Finally, the author discusses what implications this recurrent education will have on industrial relations, particularly many long-established policies and practices. (BM)

Studies of multicultural education in Australia, Canada, the United States, and the United Kingdom are presented to make the argument that multicultural education must be for all children, not only those in minority groups. These 14 papers were collected by the Committee of Enquiry into the Education of Children from Ethnic Minority Groups established in 1979 by the British government. They are the following: (1) "Education for All: A Landmark in Pluralism" (Gajendra K. Verma); (2) "Equality of Opportunity, Multiculturalism, Anti-Racism and Education for All" (John Rex); (3) "The Origins of the Ethnocentric Curriculum" (Sally Tomlinson); (4) "Education for All: Social Reconstruction or Status Quo?" (Millicent E. Poole; Judyth M. Sachs); (5) "The Pluralist Dilemma Revisited" (Brian M. Bullivant); (6) "Education for All: A Canadian Dimension" (Christopher Bagley); (7) "International Interdependence: Swann's Contribution" (James Lynch); (8) "Teacher Education in a Multicultural Society" (Maurice Craft); (9) "Ignorance, Not Hostility: Student Teachers' Perceptions of Ethnic Minorities in Britain" (Louis Cohen); (10) "A New Planet?: Tackling Racial Inequality in All-White Schools and Colleges" (Barry Troyna); (11) "Warner and Swann: Similarities and Differences" (Peter Mittler); (12) "Research in a Plural Society: Pitfalls and Possibilities" (James Cornford); (13) "The Hermeneutics of the Swann Report" (Bhikhu Parekh); and (14) "Postscript--Cultural Pluralism: Strategies for Change" (Gajendra K. Verma). A foreword (Shirley Williams), an index, and information about the contributors are also included. (Author/VM)

In this volume, educators from Russia and western countries address the issue of the creation and management of schools in a modern democracy. Chapters examine the questions involved in the conception, justification, and implementation of the idea of "education for democracy." Following the acknowledgments and epigraph, chapters include the following: (1) "Introduction and Commentary" (Judith D. Chapman, Isak D. Froumin, and David N. Aspin); (2) "The Conception of Democracy: A Philosophy for Democratic Education" (David N. Aspin); (3) "Background to the Reform and New Policies in Education in Russia" (Edward E. Dneprov); (4) "The New Law on Education in the Russian Federation" (Yevgenii V. Tkachenko); (5) "The Constitutional, Political and Legal Frameworks of Australian Schooling" (Ian Birch); (6) "Democratic Values in Russian Education 1955-93: An Analytic Review of the Cultural and Historical Background to Reform" (Alexander I. Adamsky); (7) "Government Policy and Democratic Reform in the Russian Educational System" (Yelena A. Lenskaya); (8) "The Structure of Democracy in Educational Settings: The Relationship between the School and the System" (Jeffrey F. Dunstan); (9) "Democracy in the School Setting: Power and Control, Costs and Benefits" (Brian Spicer); (10) "The Development of the Management and Self-Government of Russian Schools and Pupils" (Oleg Gazman); (11) "Building Democracy in the School Setting: The Principal's Role" (Clive Dimmock); (12) "Democratic Values, Individual Rights and Personal Freedom in Education" (Michael Herriman); (13) "The Acquisition of the Democratic Experience by Children and Teachers" (Alexander M. Tubelsky); and (14) "The Child's Road to Democracy" (Isak D. Froumin). References accompany each chapter. Appendices contain organizational charts depicting the Russian Federation State System of Education, the system of education management in Russia, and the Russian state system of public education. (LMI)

This book is the second in a two-volume series of studies of educational change organized around three themes--systemic change, the transformation of policy into practice, and curriculum contexts. The book presents case studies from Australia, Great Britain, Israel, the United States, and New Zealand to illustrate the cross-cultural complexity of the contexts in which educational change occurs. The contributors document government attempts to reform education through legislation and to change curriculum by linking education with national productivity. With a few exceptions, common features of the cases include the marginalization of professional educators, the corporatization of education systems, the instrumentalization of curriculum, and a disregard of educational research conducted over the last 30 years. The chapters in section 1 illustrate structural and organizational change at the national and/or system level: (1) "Devolution of School Governance in an Australian State School System: Third Time Lucky?" (Max Angus); (2) "Radical Legislated School Reform in the United States: An Examination of Chicago and Kentucky" (Betty E. Steffy and Fenwick W. English); (3) "Texas Educational Reform: Why? Why Not? Who? What? and So What?" (Sandra Neubert); and (4) "The Shift to School-Based Management in New Zealand--The School View" (Cathy Wylie). Section 2 examines the way in which policies are mediated into everyday practice. Chapters include: (5) "Educational Reform in Israel: An Example of Synergy in Education" (Miriam Ben-Peretz); (6) "Evolution of Intentions: From State Policy Development to Teacher Implementation" (Jim Lowham); and (7) "Principal Influences on National Policy Implementation in Selected Australian and New Zealand Catholic Schools" (Patricia Walsh and David Carter). Chapters in the third section describe competing ideological positions concerning the implementation of curriculum change: (8) "Culture and Economic Change: The New Zealand School Curriculum" (Roger Peddie); (9) "Shifting Negotiations: A Case Study of Lower Secondary School English Syllabuses in Western Australia" (Marnie O'Neill); and (10) "Teachers' Early Experiences of the Implementation of the British National Curriculum" (Neville Bennett and Clive Carre). Each section contains a brief introductory summary of the chapters. (Contains 285 references.) (LMI)

This book focuses on educational change processes in the context of larger scale educational reform. The first of 2 volumes, the book contains 11 chapters that examine the historical, social, and economic forces at work in the formulation and implementation of educational policy. The chapters present different cross-cultural experiences of educational change and policy implementation to increase understanding of a new educational reform era. Part 1 examines relationships between politics and educational reform, and shatters the myth that education is apolitical. Following the introduction by Marnie O'Neill, the chapters include: (1) "The Evolution of Education Reform in the United States: Policy Ideals or Realpolitik?" (James Cibulka); (2) "Curriculum Reform and the Neo-corporatist State in Australia" (David S. G. Carter); (3) "The National Curriculum in England Since 1988" (Denis Lawton); and (4) "Educational Reform and the Politics of the Curriculum in New Zealand" (Michael Peters). Chapters in part 2 focus on the development of politics into policy and policy implementation: (5) "An Analysis of the Policy Contexts of Recent Curriculum Reform Efforts in Australia, Great Britain and the United States" (Kerry J. Kennedy); (6) "From Policy to Classroom Practice: Beyond the Mandates" (Shirley M. Hord); and (7) "The Local Educational Change Process and Policy Implementation" (Gene E. Hall). Chapters in the third part address selected education-reform phenomena: (8) "Educational Reform and Curriculum Implementation in England: An Historical Perspective" (Richard Aldrich); (9) "National Curriculum Assessment in England and Wales" (Caroline Gipps); and (10) "Re-forming the Curriculum in New Zealand" (Ivan Snook). The epilogue by Gene E. Hall and David S. G. Carter summarizes themes, locates them in chronological context, and maps out an implementation-research agenda. A subject index is included. (Contains 276 references.) (LMI)

This book, aimed at mathematics and vocational educators and researchers, analyzes the historical, sociological, and practical elements of mathematics within vocational education against the emerging impact of technology. Focus is on the current situation of mathematics within Australian vocational and technical education and how that might be applied to similar institutions internationally. Chapters 1 and 2 present reviews of literature that focus on the institutions and images of mathematics and mathematics education. The relationship between technology and mathematics in the workplace is discussed. Chapter 3 provides theoretical perspectives on technologies of power and new forms of knowledge production. Concepts of symbolic control, pedagogy, and identity are emphasized. After a brief introduction to the historical and contextual setting of Australian vocational and technical education, Chapters 4-6 considers technologies of power. Starting with the micro-level of teaching and learning, through the mid-level of curriculum and the conditions of teachers' work, the analysis ends on the macro-level of knowledge production and distribution, where the de-institutionalization of education is suggested as a serious challenge. Chapter 7 considers the construction of image in relation to technologies of management and to vocational mathematics as located within the public image of mathematics education. There are four figures, a glossary of acronyms, a 496-item bibliography; and name and subject indexes. (AJ)

This book examines the changes that have occurred in the teaching of English in recent years, especially in England and Australia, and attempts to arrive at a new conception of what it means to teach English. Divided into seven parts, this book explores English as a language activity; defines English in terms of what it is and what it is not; discusses curriculum changes for the seventies; examines teaching practices in reading, writing, poetry, drama, and fiction courses; presents a lengthy discussion on the introduction of the mass media into the English class; rehashes the ever present problem of evaluating and assessing student performance; and concludes with five descriptions of English programs that are meeting the demands of secondary students. (RB)