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This document contains five papers. "Vocational Teacher Education in U.S. Colleges and Universities and Its Responsiveness to the Carl D. Perkins Vocational and Applied Technology Education Act of 1990" (Richard L. Lynch) documents the trend toward decreasing enrollments in teacher training programs in virtually all vocational fields. "Occupational Experience as the Basis for Alternative Teacher Certification in Vocational Education" (Richard L. Lynch) establishes that occupational experience is an inadequate substitute for formal teacher preparation in vocational education. "Curricular Tracks and High School Vocational Education" (James A. Kulik) demonstrates that most of the difference between vocational and academic students' test scores is due to students' characteristics rather than the nature of vocational education. "The Impact of Academic Course Work on Labor Market Outcomes for Youth Who Do Not Attend College: A Research Review" (Adam Gamoran) documents the importance of a solid foundation in basic academic skills. "The Effect of High School Vocational Education on Academic Achievement Gain and High School Persistence: Evidence from NELS:88 (National Education Longitudinal Study of 1988)" (Kenneth A. Rasinski, Steven Pedlow) suggests that the benefits of vocational education for high school completion may occur by improving students' success in courses. (MN)

Thirteen brief papers address issues in inclusive education, with special emphasis on concerns and applications in Illinois. The following issues are discussed: (1) the relationship of the inclusive schools concept to that of providing a continuum of alternative placement options; (2) needed changes in current funding of special education to provide incentives (rather than disincentives) for school districts to include students with disabilities in regular classes and schools; (3) the practices of mainstreaming, integration, and "dumping" of students into regular classes without supports as opposed to "supportive" education in an inclusive education system; (4) needed restructuring in preservice training of teachers if inclusive education is to be fostered; (5) benefits of inclusive education for families; (6) the destructive effects of categorical labels; (7) the urgency of the removal of architectural barriers in public schools; (8) inservice and administrative supports needed by both regular and special education teachers for successful inclusion of students with disabilities; (9) specific ways administrators can support inclusion; (10) the role of the individualized education program in inclusive schooling; (11) a comparison of such terms as "least restrictive environment,""integration,""mainstreaming,""regular education initiative," and "inclusion"; (12) accountability issues at the state level; and (13) curriculum issues and inclusive education. Some papers contain references. (DB)

Volume 2 of the handbook has been designed to supplement the material presented in Volume 1, which was concerned with basic problems associated with the Adult Basic Education (ABE) classroom. Volume 2 aims at a wider audience. Chapter 1 attempts to give a detailed description of the deprived adult learner, and considers such questions as how they are; why they are as they are; and what to do about it. Chapter 2 suggests some methods and means of increasing and improving services to the deprived. Chapters 3 and 4 present some data and arguments favoring public support of adult education. Chapter 5 considers the crucial problem of communicating and interacting with the deprived. Chapters 6 and 7 attempt to make Chapter 2 more extensive, intensive, and protensive by setting forth curriculum practices and suggesting techniques, tools, and trends in ABE. Chapter 7 indicates how the total program in adult education may be improved, unified, and made more continuous through the coordinated efforts of administrators and supervisors in the field. Finally, the appendixes, through a series of position papers, present some thought-provoking subject matter selected from a wide array of scholars considered knowledgeable in the area of adult education. (Author)

This paper highlights the developments in teaching methods in China in the era of the post-Cultural Revolution, and explains how these methods grew out of educational experimentation during the Yenan period. The Yenan period followed the historic "long march, "when Mao Tse-tung and the People's Liberation Army (PLA) established their base in Shensi province. At that time, a school was established characterized by political education, firm leadership, integration of theory with practice, and simplified curriculum. The basic method of teaching was the enlightenment method, an inquiry process involving initial questions and group discussion to develop answers. Many of these practices are now prevalent in Chinese schools. Political education stressing Maoist teachings is of primary importance and begins in the fourth grade. Schools are run by workers, revolutionary cadres, and local PLA Units. Curriculum is related to needs of individual communities. Productive labor is emphasized as well as book learning, a concept which helps produce a classless society. The teacher's authority is not absolute; traditional respect for teachers' intellectual superiority is no longer acceptable. This has created a need to re-educate teachers to have an ideological outlook consistent with Maoist tenets. Problems arising from this change include class discipline and blending Maoist thought into all lesson content. (Author/AV)

Graduate education of administrators for mental retardation and developmental disability programs are defined under the umbrella of Health Services Administration. These programs have in common the delivery of health care. From the administrative standpoint, the broad area of human services must be brought down to manageable, functional segments, but must also be concerned with all of the human services. A way an administrator can relate to other human services is by first having a thorough knowledge and understanding of the health care delivery system and the role management plays within it. This initial working document deals with graduate education for administrators of mental retardation, development disability programs, and institutions. Included is a questionnaire and results that identify major functional areas of responsibilities for administrators. (Author/KE)

This paper, prepared by the New Jersey Science Teachers Association (NJSTA), presents the position that for education to be thorough and efficient, it must provide students with education in science. The paper is intended to provide an impetus for change in the laws of New Jersey relating to education. Topics discussed are: (1) Why teach science; and (2) Concerns of science educators relative to a science education program being brought about by state mandate. Thirty recommendations pertaining to all phases and participants in science education, from state to classroom levels, are presented. (SL)

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on July 15-19, 2020, in Washington, D.C. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

In this symposium, the participants discuss some preliminary data collected from their problem solving project which uses a design experiment approach. Their approach to problem solving in the school curriculum is in tandem with what Schoenfeld (2007) claimed: "Crafting instruction that would make a wide range of problem-solving strategies accessible to students would be a very valuable contribution. This is an engineering task rather than a conceptual one" (p. 541). In the first paper, the participants look at how two teachers on this project taught problem solving. As good problems are key to the successful implementation of their project, in the second paper, they focus on some of the problems that were used in the project and discuss the views of the participating students on these problems. The third paper shows how an initially selected problem led to a substitute problem to meet their design criteria. The papers included in this symposium are: (1) Enacting a Problem Solving Curriculum (Leong Yew Hoong, Toh Tin Lam, Quek Khiok Seng, Jaguthsing Dindyal, Tay Eng Guan and Lou Sieu Tee); (2) Problems for a Problem Solving Curriculum (Jaguthsing Dindyal, Quek Khiok Seng, Leong Yew Hoong, Toh Tin Lam, Tay Eng Guan and Lou Sieu Tee); and (3) Resources for Teaching Problem Solving: A Problem to Discuss (Quek Khiok Seng, Toh Tin Lam, Jaguthsing Dindyal, Leong Yew Hoong, Tay Eng Guan and Lou Sieu Tee). Individual papers contain tables, figures and references. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]

Education is a source of national pride in Lebanon. When the general public was asked how the education system was performing, 76 percent of respondents had a positive opinion; and these satisfaction rates have been consistently high over the years. However, perception of education quality does not reflect the reality of the sector; and learning outcomes, which are the determining metrics of success in education, have been lower than the international average, with a declining trend since 2007. This volume seeks to uncover why the education system in Lebanon is not reaching its full potential. It uses a political economy approach to study the drivers and factors that guide education operations to produce and utilize education outcomes. This includes the study of the context, stakeholders, and processes that shape education policies, institutions, and activities. It also aims to identify enablers and constraints for policy change, policy implementation, and results achievement. The analysis encompasses how education policies are developed; how education consumables--such as curricula, textbooks, and learning materials--are produced, distributed, and used by learners; how education services are delivered and monitored; and how results are measured. It includes the identification of the most influential actors in the education arena, as well as their vested interests. It also examines unfavorable frameworks for action that are likely to block the adoption of reforms and delay or derail their implementation. The system-level analysis presented in this volume used a mixed-method approach. Qualitative and quantitative analyses were conducted based on a review and analysis of more than 1,900 research papers, articles, and books; laws and policies; expenditures; trends; and enrollment and outcome indicators. Primary methods of inquiry were also used and included interviews, focus group discussions, and a household-based perception survey. [The studies under Research for Results (R4R) were made possible through generous financial contributions from the United Kingdom's Department for International Development (DFID) and the United States Agency for International Development (USAID).]

Five interrelated papers that explore the theme of validity within the context of cross-national assessments are grouped in this collection. These papers were presented at a symposium at the annual meeting of the American Educational Research Association. These papers draw on data from the Third International Mathematics and Science Study (TIMSS). The TIMSS involved more than 12,650 schools, 25,300 teachers, and 655,000 students in about 50 countries. A central problem in the evaluation of results of cross-national assessments is that of content validity as evaluated in relation to the specific domain to which test scores are intended to relate. In international assessments, as in national studies, more than one type of domain is of potential interest. Some domains relate to the explicit and implicit intended goals of the curriculum, the "intended" curriculum, and others related to what is actually implemented in the classroom, the implemented curriculum. The degree to which a cross-national assessment reflects a country's curriculum and instruction has great impact on the interpretation of results. The following papers are included: (1) "Opportunity To Learn and the Pitfalls of International Rankings: A Validity Issue?"; (2) "Domain Definitions for Curriculum-Sensitive Tests: Improving the Content Validity of Cross-National Assessments"; (3) "Evaluating Test-to-Curriculum Match: Indices of Content Validity for Curriculum-Sensitive Assessment"; (4) "Item-Topic Clusters, Disaggregation, and Variety of Statistics: Some Approaches to Solving the Validity Dilemma in Cross-National Assessments"; and (5) "Validity Issues in Cross-national Relational Analyses: A Meta-Analytic Approach to Perceived Gender." References, when included, follow the individual papers. (SLD)

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5000 Introduction to Inquiry course or the Education 5010 Methods of Educational Research course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 5900 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from, fall semester 2010, are presented below. Papers include: (1) Student Perceptions of Layered Curriculum[R] vs. Traditional Coursework on Class Grades for 11th-12th Grade Economics and Government Students (Heidi Beckham); (2) What Motivates Young Readers to Read? (Sarah Bolton); (3) Just Story Time? An Evaluation of the Effects of Reading Aloud to Secondary-aged Students (Keeton Christian); (4) Using a Behavioral Management Reward System to Decrease the Behavioral Problems in a High School Setting (Amber Collins); (5) Ready for Middle School Math? (Dorothy L. Finch); (6) Improving Vocabulary Acquisition and Grammar Comprehension in The Second Language through Five Minutes of In-class Reading Time (Veronica V. Herrera); (7) Technology and Mathematics: Classroom Companions for the Future (April J. Huddleston); (8) Perceptions of Fourth-Grade Math Students on Computer-Based Homework (Amanda I. H. Legge); (9) Do Students Retain More Information through Real Life Images or through Clip Art Cartoon Images? (Courtney Sloane Phillips); (10) The Visual Aspect of Vocabulary: Increasing Comprehension and Retention (Nicole Pinkerton); (11) Increasing Grammar Accuracy in the TPRS Classroom (Erin Segroves); (12) Effective Differentiated Instructional Strategies of Middle Grades' Mathematics Instructors (Elizabeth W. Stewart); (13) Vocational Education: Is It Meeting the Needs of the Community? (Stephen Tompkins); (14) The Effect of Daily Quizzes on Student Scores and Class Participation: A Study on High School Economic Students (Elizabeth Warren); and (15) Math-ercise...Could It Fatten Up Scores? (Wendi Worley). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 16, Spring 2010," see ED518906. Abstract modified to meet ERIC guidelines.]

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from fall semester 2009 (part 2), are presented in this document: (1) The Impact of Hands-On Activities and Labs in a Secondary Science Class (Melissa Greever); (2) Action Research Study of Group Work vs. Individual Work in High School Students (Emily Mitchell); (3) Parental Involvement (James Pierce); and (4) Numeracy Across the Middle School Curriculum (LaShelle M. Smith). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 15, Part 1, Fall 2009," see ED518899. Abstract modified to meet ERIC guidelines.]

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The course syllabus for Education 590 Culminating Experience is presented in the next section, followed by action research projects from spring semester 2007. The following papers are included in this document: (1) Alternative Grading: A B from You, an A from Me (Julia L. Anderson); (2) Expanding Technology Use for the 21st Century Classroom (Natasha Brunton); (3) Congress Comes to the Sixth Grade (A Role-Play Exercise) (Andrew Campbell); (4) Factors behind Students' Bad Behavior at School (Nighat Jonathan Cecil); (5) Multiple Intelligences Responding Positively to a Writing Curriculum with Integrated Technology (Esther Clark); (6) Using Technology in Instruction: Internet Web Sites (Jonathan E. Craig); (7) An Investigation Of Homogeneous versus Heterogeneous Grouping in Cooperative Learning Situations (Chara Davis); (8) Using Classwide Peer Tutoring to Increase High School Math Students' Academic Performance (Stephen C. Durand); (9) Effective Strategies for Mastering Spanish in Grades 9-12 (Julieta Goode); (10) English as Second Language Students in a Kindergarten Classroom (Emeri D. Gordon); (11) Impact of Qualified Teachers on Head Start Education (Karina Hendrix); (12) Are Educators Meeting the Needs of all Students? (Allison Hughie); (13) Can Flying Objects Induce Identifiable Respect? (Carl. Kiefer); (14) An Evaluation of Learning in a Eurasian Geography Unit through a Pre-Test/Post-Test (Wayne Kohlwes); (15) Improving Middle School Students' Problem Solving Skills by Increasing the Use of Word Problems (Sarah Lail); (16) Perceptions of Faculty and Administration on the Effectiveness of In-School Suspension for the Modification of Student Behavior (NaJuana P. Lee); (17) Photographs Used in the Classroom to Enhance Children's Literacy Experience (Sean Loftin); (18) Should I Really not Smile until Thanksgiving? Discovering the Key to Effective Classroom Management (Jessica Power); (19) Using Computers in the Classroom to Enhance Students' Acquisition of Knowledge (Eric N. Roberts); (20) Using Probeware Technology to Teach pH Chemistry: A Pre-Test and Post-Test Evaluation (Scott C. Siegel); (21) Writing to Learn (Tina Varnell); (22) Can Mathematics Avoidance Be Avoided? (Kara White); and (23) Rhythm and Rhyme--The Effects of Music on Vocabulary Development of Kindergarten Students (Andrea Ziegler). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

This symposium on university programs consists of three presentations. "Institutional and Curricular Characteristics of Leading Graduate Human Resource Development (HRD) Programs in the United States" (K. Peter Kuchinke) reports a study on institutional arrangements, student enrollments, and core curriculum content and found a large degree of heterogeneity among program names, departmental affiliations, and specializations; declining student enrollment; increased part-time course taking; and disparity between course offerings and much current writing in the field. "Assessment of a Graduate Program in HRD: Perceptions of Key Stakeholders" (Julie A. Furst-Bowe, Joseph Benkowski) discusses these findings: overlap among courses; difficulty in providing administrative and student services to students; need for additional staff; lack of quality classrooms and instructional facilities; and quality and level of research and scholarship among faculty and students. "Predicting Academic Performance in Management Education: An Empirical Investigation of Master of Business Administration (MBA) Success" (Baiyin Yang, Xiaoping Rosa Lu) suggests that undergraduate grade point average was the most important predictor for the graduate academic performance, followed by Graduate Management Admission Test (GMAT) quantitative and GMAT verbal, while language made little contribution. All three papers include substantial bibliographies. (YLB)

This collection of papers includes the following: "Style Wars: Teacher-Student Style Conflicts in the Language Classroom" (Rebecca L. Oxford, Madeline E. Ehrman, and Roberta Z. Lavine); "Articulating Learning in High School and College Programs: Holistic Theory in the Foreign Language Curriculum" (Janet Swaffar); "Reconsidering the FL Requirement: From Seat-Time to Proficiency in the Minnesota Experience" (Betsy K. Barnes, Carol A. Klee, and Ray M. Wakefield); "Team Teaching French with Teaching Assistants" (Theodore E.D. Bruan and Bonnie A. Robb); "On Apples and Oranges: The Effects of Integrating Beginners and False Beginners in Elementary French Classes" (Steven J. Loughrin-Sacco); "The Question of Language Program Direction is Academic" (James F. Lee and Bill VanPatten); "The Graduate Teaching Assistant in an Age of Standards" (Joseph A. Murphy); "Advancing the Case for an Advanced Methods Course" (John F. Lalande II); "Bridging the Gap Between Teaching and Learning: A Critical Look at Foreign Language Textbooks" (Renate A. Schulz); "CALL Today: Implications for Multisectioned Language Programs" (Robert Ariew); and "The Preparation and Support of Graduate Teaching Assistants in Foreign Languages: A Bibliography" (David P. Benseler and Christine Cronjaeger). (Papers contain references.) (SM)

The papers in this collection discuss the challenges facing urban education and the sociology of urban education. The more comprehensive perspective presented in this document can contribute to the improvement of city schools and the empowerment of urban students. Following an introduction, "Challenges of the New Sociology of Urban Education" (Karen A. McClafferty, Carlos A. Torres, and Theodore R. Mitchell), the papers are: (1) "Power, Meaning, and Identity: Critical Sociology of Education in the United States" (Michael W. Apple); (2) "Social Theory and Educational Research: Reframing the Quantitative-Qualitative Distinction through a Critical Theory of Methodology" (Raymond A. Morrow); (3) "Sociology of Education and Urban Education Policy" (Geoff Whitty); (4) "Where Neoliberal Ideology Meets Social Context: A Comparative Analysis of U.S. Charter Schools and England's Grant-Maintained Schools" (Amy Stuart Wells); (5) "Corporations and Classrooms: A Critical Examination of the Business Agenda for Urban School Reform" (Roslyn Arlin Mickelson); (6) "A Comparative Analysis of Existing Secondary School Discipline Policies: Implications for Improving Practice and School Safety" (Pamela Fenning, James D. Wilczynski, and Marianela Parraga); (7) "Modeling the Effects of Changing Demography on Student Learning: Applications Designed To Change School District Practices" (Anthony Gary Dworkin, Laurence A. Toenjes, Margaret K. Purser, and Ayman Sheikh-Hussin); (8) "Gangsta Pedagogy and Ghettocentricity: The Hip-Hop Nation as Counterpublic Sphere" (Peter McLaren); (9)"Battlin' Nihilism at an Urban High School: Pedagogy, Perseverance, and Hope" (David Keiser); (10) "Gaps, Bridges, and Buffers in the Research, Policy, and Practice of Urban Education: A Dialogue" (Theodore R. Mitchell, Carlos A. Torres, and Karen A. McClafferty); and (11) "Memoirs of Urban Education Policymakers: A Dialogue among Three Former Urban School Superintendents" (Harry Handler, Sid Thompson, and Eugene Tucker with Carlos A. Torres and Karen A. McClafferty). Each paper contains references. (Contains 10 tables and 1 figure.) (SLD)

Research issues concerning all levels of education in the Republic of Ireland and in Northern Ireland are examined in 22 papers. The papers deal with the following topics: information technology and education; the concept of authority as it applies to the professional teacher; an analysis of the theories of R.F. Dearden; a critical assessment of Michael Oakeshott's concept of education; building student self-concept through specific teaching strategies; storytelling; curriculum research; equality as a curriculum goal; pastoral care as a component of Irish education; mathematics education and the open university, readability levels of history texts used in Irish primary schools; reading standards at the college level; English language and literature education; learning with broadcasting; professionalism in teaching; competing ideologies in teacher training; teacher attitudes following the first year of teaching; and a history of the Northern Ireland Induction Program for teacher training. (LP)

In this volume the authors document examples of programmes/courses/activities that are designed intentionally to build students' capacity to be integrative thinkers and learners. In doing so they try to analyse and name the learning that is taking place, and so make it visible to the reader. The work is intended as a resource for all those involved in teaching and student learning in Higher Education and beyond. The ultimate goal is to ensure that students in higher education can make meaningful connections within and between disciplines, for example by integrating on-campus and off-campus learning experiences, and tying together and synchronising different perspectives and ways of knowing. This paper contains the following chapters: (1) Drawing on Medical Students' Representations to Illuminate Concepts of Humanism and Professionalism in Newborn Medicine (C. Anthony Ryan); (2) Integrative Learning in a Law and Economics Module (John Considine); (3) Making Connections for Mindful Inquiry: Using Reflective Journals to Scaffold an Autobiographical Approach to Learning in Economics (Daniel Blackshields); (4) Integrative Learning on a Criminal Justice Degree Programme (Sinead Conneely and Walter O'Leary); (5) The Use of Learning Journals in Legal Education as a Means of Fostering Integrative Learning through Pedagogy and Assessment (Shane Kilcommins); (6) Beyond Wikipedia and Google: Web-Based Literacies and Student Learning (James G.R. Cronin); (7) Archetype or for the Archive? Are Case Histories Suitable for Assessing Student Learning? (Martina Kelly, Deirdre Bennett and Suin O'Flynn); (8) The Arts in Education as an Integrative Learning Approach (Marian McCarthy); (9) Assessing the Role of Integrated Learning in the BSc International Field Geosciences (IFG) at University College Cork, Ireland (Pat Meere); (10) The Confluence of Professional Legal Training, ICT and Language Learning towards the Construction of Integrative Teaching and Learning (Maura Butler); (11) Integrative Learning with High Fidelity Simulation and Problem-Based Learning: An Evaluative Study (Nuala Walshe, Sinead O'Brien, Angela Flynn, Siobhan Murphy and Irene Hartigan); (12) Facilitating Learning through an Integrated Curriculum Design Driven by Problem-Based Learning: Perceptions of Speech and Language Therapy (Catharine Pettigrew); (13) Building Student Attributes for Integrative Learning (Bettie Higgs); and (14) End-Game: Good Beginnings are Not the Only Measure of Success (C. Anthony Ryan, Bettie Higgs and Shane Kilcommins). Each chapter contains tables/figures and references.

This collection of papers reviews the state of U.S. education 20 years after the original "A Nation at Risk" report on the quality of schools by the National Commission on Educational Excellence. The first paper presents "Findings and Recommendations by the Koret Task Force on K-12 Education." Part 1, "'A Nation at Risk': Then and Now," includes: (1) "A Historic Document" (Diane Ravitch); (2) "Little Gain in Student Achievement" (Paul E. Peterson); (3) "What Has Changed and What Has Not" (Caroline M. Hoxby); (4) "Minority Children at Risk" (Paul Hill, Kacey Guin, and Mary Beth Celio); and (5) "The Importance of School Quality" (Eric A. Hanushek). Part 2, "Why So Little Was Reformed," includes: (6) "The Politics of the Status Quo" (Terry M. Moe); (7) "Teacher Reform Gone Astray" (Chester E. Finn, Jr.); (8) "The Curricular Smorgasbord" (Williamson M. Evers and Paul Clopton); and (9) "Neglecting the Early Grades" (E.D. Hirsch, Jr.). Part 3, "Getting Serious," includes: (10) "Real Accountability" (Herbert J. Walberg) and (11) "Real Choice" (John E. Chubb). (SM)

This book tells how to build a system leading to more student success beginning in elementary school and continuing through high school and postsecondary education. It identifies the key elements, describes effective practices, and shows how they come together to help students and educators succeed. "More Student Success" is an updated and expanded successor to a 2003 State Higher Education Executive Officers (SHEEO) publication, "Student Success: Statewide P-16 Systems" (ED478023). The 2003 publication emerged from "case studies" to learn about P-16 practices in five states: California, Louisiana, Maryland, North Carolina, and Rhode Island. Higher education and K-12 leaders from many states, as well as staff from SHEEO, the Pathways to College Project, the Western Interstate Commission on Higher Education (WICHE), the Education Commission of the States (ECS), and the College Board, participated in the case studies to ask challenging questions and learn from each other. "More Student Success" has updated the earlier book to reflect progress since 2003, and it includes a new chapter, by George Kuh, on increasing the rate of student achievement in postsecondary education. Following an executive summary by Paul Lingenfelter, the following essays are presented: (1) Early Outreach (Andrea Venezia and Terese Rainwater); (2) Curriculum and Assessment Systems (Sharmila Basu Conger and Christine Tell); (3) High Quality Teaching (Edward Crowe); (4) Student Financial Assistance (David A. Longanecker and Cheryl D. Blanco); (5) Success in College (George D. Kuh); and (6) Data and Accountability Systems (Hans P. L'Orange). (Individual papers contain references.)

These papers examine various perspectives on the gender debate in education: (1) "'Too Strong for a Woman': The Five Words That Created Title IX" (Bernice R. Sandler); (2) "Feminists Discover the Hidden Injuries of Coeducation" (David Tyack and Elisabeth Hansot); (3) "Images of Relationship" (Carol Gilligan); (4) "Real Boys: The Truths behind the Myths" (William Pollack); (5) "Where It All Begins: The Biology of Boyhood" (Michael Gurian); (6) "Do Girls and Boys Have Different Cultures?" (Barrie Thorne); (7) "Thorns among Roses: The Struggle of Young Boys in Early Education" (Dan Kindlon and Michael Thompson); (8) "The Miseducation of Boys" (Myra Sadker and David Sadker); (9) "The Madgirl in the Classroom" (Lyn Mikel Brown); (10) "How Girls Negotiate School" (American Association of University Women); (11) "Course-Taking Patterns" (American Association of University Women); (12) "Breaking the Barriers: The Critical Middle School Years" (Beatriz Chu Clewell); (13) "Misreading Masculinity: Speculations on the Great Gender Gap in Writing" (Thomas Newkirk); (14) "Girls and Design: Exploring the Question of Technological Imagination" (Margaret Honey, Babette Moeller, Cornelia Brunner, Dorothy Bennett, Peggy Clements, and Jan Hawkins); (15) "Educational Software and Games: Rethinking the 'Girls' Game'" (American Association of University Women); (16) "The Evaded Curriculum" (American Association of University Women); (17) "Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire" (Michelle Fine); (18) "Bullying as Sexual Harassment in Elementary Schools" (Nan Stein); (19) "How Early Vulnerability Becomes Bad Behavior: Hurt Little Boys Become Aggressive Big Boys" (James Garbarino); (20) "Striking Back: Sexual Harassment at Weston" (Peggy Orenstein); (21) "Boys to Men: Questions of Violence" (Harvard Education Letter); (22) "Diversity in Girls' Experiences: Feeling Good about Who You Are" (Sumru Erkut, Jacqueline P. Fields, Rachel Sing, and Fern Marx); (23) "School Rules" (Janie Ward); (24) "Characteristics of Communities Affecting Participation/Success" (Angela Ginorio and Michelle Huston); (25) "Naughty by Nature" (Ann Arnett Ferguson); (26) "Examining Women's Progress in the Sciences from the Perspective of Diversity" (Beatriz Chu Clewell and Angela B. Ginorio); (27) "Single-Sex Education in Grades K-12: What Does the Research Tell Us?" (Pamela Haag); (28) "Single-Sex vs. Coeducational Schools"(Valerie Lee); (29) "Why Johnny Can't, Like, Read and Write" (Christina Hoff Sommers); (30) "What's Sex Got To Do with It? Simplistic Questions, Complex Answers" (Patricia B. Campbell and Ellen Wahl); and (31) "Anita Hill Is a Boy: Tales from a Gender-Fair Classroom" (Peggy Orenstein). (Papers contain references.) (SM)

This collection of papers explores sociocultural influences on motivation and learning across a broad range of settings and content areas. There are 16 papers in five sections. "Introduction" includes: (1) "Modern Education Needs Cross-Cultural Psychology" (Harry Triandis). Part 1, "The Motivation Context," includes: (2) "Beyond Dichotomous Characterizations of Student Learning: New Directions in Achievement Motivation Research" (Janine Bempechat and Beth A. Boulay); (3) "A Comparison of Motivational and Critical Thinking Orientations Across Ethnic Groups" (Tim Urdan and Carol Giancarlo); and (4) "The Contexts of Individual Motivational Change" (Judith MacCallum). Part 2, "The Learning Context," features: (5) "Social Representations of School Failure in Brazilian Public Schools: A Framework for Understanding and Change" (Elizabeth Gama and Denise Meyreles de Jesus); (6) "The Impact of Sociocultural Context on Future Goals and Self-Regulation" (Stephanie Brickman and Raymond Miller); and (7) "Uncovering Sociocultural Influences Leads to a Call for Personalized Learning" (Glenn Fay). Part 3, "The Family Context," includes: (8) "Perceived Parenting Success of Mothers in Japan" (Robert Strom, Shirley Strom, and Paris Strom); (9) "Fathers' Role in the School Success of Adolescents: A Singapore Study" (Ong Ai Choo and Esther Tan); and (10) "Correlates of Achievement in the United Arab Emirates: A Sociocultural Study" (Maher M. Abu-Hilal). Part 4, "The Curriculum Context," features: (11) "Engaged Reading: A Multi-Level Approach to Considering Sociocultural Factors with Diverse Learners" (Robert Rueda, Laurie Macgillivray, Lilia Monzo, and Angela Arzubiaga); (12) "Adolescent Second Language Writers in China: A Sociocultural Analysis" (Kerri-Lee Krause and Dan O'Brien); (13) "Achievement in Mathematics and Language Arts: A Comparative Study of Canadian and German Preservice Teachers' Beliefs" (Erika Kuendiger, David Kellenberger, and Siegbert Schmidt); (14) "Native American Influence on Curriculum and Instruction" (Scott Sparks); (15) "Sociocultural Context and Service Learning Inside and Outside of the University Classroom" (Valerie McKay); and (16) "Play and Learning in School: A Motivational Approach" (Ole Fredrik Lillemyr). (Papers contain references.) (SM)

This volume contains 17 papers based on presentations given at a conference on transnational education. These papers focus on academic recognition and the equivalence of academic qualifications. The papers in the first section, "Challenges for the New Economy--Reskilling and Retraining a Global Workforce," are: (1) "Industry-Based Education and Training in the Vietnamese Banking Sector: Development, Delivery, and Evaluation" (John Pidgeon and Patricia Di Virgilio); (2) "Global Student Services" (Ruth Markulis); and (3) "SunTAN: A Four-Year Education in Training a Global Sales Force" (Jerry Neece). In the second section, "The Various Modes of Transnational Education from On-line to On-the-Ground," are: (4) "The Librarian: An Essential Link in Programme and Curriculum Development" (Martha Peach); and (5) "Study Materials and Teaching Methods in Open and Distance Learning Systems" (Raquel Reis). The third section, "The Future of Borderless Education in a Third Wave World," contains: (6) "Preparing Young People for Success in the New Quality Century" (John Jay Bonstingl); (7) "Attributes of a Global Seminar as a Change Agent for Higher Education" (H. Dean Sutphin); and (8) "The Globalization of Scottish Universities" (Steven Beere). Section 4, "Transnational GATE Principles and Models for Transnational Educational Partnerships," contains: (9) "Trends in Transnational Education" (Pamela Pease); (10) "Developing Quality Assurance Systems in African Universities: Implications for Transnational Education" (G. O. S. Ekhaguere); (11) "'And What about the Student?' Incorporating Student Expectations into the Delivery and Evaluation of Transnational Education" (Ruben Chitsika); and (12) "Learning Partnerships in Africa: Commercial Transactions or Reciprocal Exchanges" (Maria A. Beebe). The final section, "Standards for Quality Assurance in Distance Education," includes: (13) "Quality Assurance for Distance Education: (Sally M. Johnstone); (14) "A Case Study of Accreditation Standards: Spain and the United States of America" (Leslie Croxford); (15) "Distance Education Quality Standards in Hungary" (Judit Borzsak); (16) "Quality Assurance in Off-Shore Provision: Some British Lessons Worth Learning" (Geoffrey Alderman); and (17) "International Standards in Open and Distance Learning: How Can Professional Networks Increase Quality Gain?" (Erwin Wagner). Each paper contains references. (SLD)

This document contains eight papers on adult learning and literacy research and practice. "The Year 1999 in Review" (Dave Speights) presents an overview of adult learning and literacy research funding, policy, and activities in 1999. "Making Sense of Critical Pedagogy in Adult Literacy Education" (Sophie C. Degener) details a critical pedagogy framework for adult education programs. "Research in Writing: Implications for Adult Literacy Education" (Marilyn K. Gillespie) discusses the teaching of writing as an integral and essential part of adult literacy education. "Time to Reframe Politics and Practices in Correctional Education" (Stefan LoBuglio) reviews policy, practice, and research related to correctional education and offers recommendations for improving them. "Building Professional Development Systems in Adult Basic Education: Lessons from the Field" (Alisa Belzer, Cassandra Drennon, Cristine Smith) examines five professional development systems in five states and considers their implications for improving the professional development of adult educators. "Adult Learning and Literacy in Canada" (Linda Shohet) explores the past, present, and future of adult literacy education in Canada. "Organizational Development and Its Implications for Adult Basic Education Programs" (Marcia Drew Hohn) traces the evolution of organizational development and experience with total quality management. "Resources on Organizational Development" (Marcia Drew Hohn) presents an annotated bibliography of 29 resources for adult literacy educators. (Most papers contain references.) (MN) [Full text of individual chapters are available in ERIC, ED508712-ED508718, under auspices of the copublisher, Office of Educational Research and Improvement.]

This collection of papers presents the current state of research on effective instructional programs for Hispanic American students. The 10 chapters are: (1) "Effective Programs for Latino Students in Elementary and Middle Schools" (Olatokunbo S. Fashola, Robert E. Slavin, Margarita Calderon, and Richard Duran); (2) "Effective Dropout Prevention and College Attendance Programs for Latino Students" (Olatokunbo S. Fashola and Robert E. Slavin); (3) "Effective Elementary, Middle, and High School Programs for Latino Youth" (Anne Turnbaugh Lockwood); (4) A Two-Way Bilingual Program: Promise, Practice, and Precautions" (Margarita Calderon and Argelia Carreon); (5) "Improving Literacy Achievement for English Learners in Transitional Bilingual Programs" (William M. Saunders); (6)"Effects of Bilingual and English-as-a-Second-Language Adaptations of Success for All on the Reading Achievement of Students Acquiring English" (Robert E. Slavin and Nancy Madden); (7) "Ethnographic Studies of Exito Para Todos" (Patricia L. Prado-Olmos and Judith Marquez); (8) "Curricula and Methodologies Used To Teach Spanish-Speaking Limited English Proficient Students To Read English" (Margarita Calderon); (9) "The Factors That Place Latino Children and Youth at Risk of Educational Failure" (Gilbert Narro Garcia); and (10) "An Overview of the Educational Models Used To Explain the Academic Achievement of Latino Students: Implications for Research and Policies Into the New Millennium" (Martha Montero-Sieburth with Michael Christian Batt). (Papers contain references.) (SM)

This book contains 13 papers on developments in vocational education and training in Great Britain and the future of work. The following papers are included: "Introduction" (Geoff Esland, Mike Flude, Sandy Sieminski); "The Roles of the State and the Social Partners in Vocational Education and Training Systems" (Andy Green); "Education Training and Economic Performance in Comparative Perspective" (David Finegold); "Vocationalism and Educational Change" (Rob Moore, Mike Hickox); "Industrial Training or New Vocationalism? Structures and Discourses" (Stephen Ball); "Contextualizing Public Policy in Vocational Education and Training: The Origins of Competence-Based Vocational Qualifications Policy in the UK" (Steve Williams, Peter Raggatt); "The Competence and Outcomes Movement: The Landscape of Research" (Inge Bates); "Reality Testing in the Workplace: Are NVQs [National Employment Qualifications]'Employment-Led'?" (John Field); "A Critique of NVQs and GNVQs [General National Vocational Qualifications]" (Alan Smithers); "Ideology and Curriculum Policy: GNVQ and Mass Postcompulsory Education in England and Wales" (Denis Gleeson, Phil Hodkinson); "The Implementation of GNVQs in Further Education: A Case Study" (Margaret Bird, Geoff Esland, Jane Greenberg, Sandy Sieminski, Karen Yarrow); "The Politics of Training in Britain: Contradictions in the TEC [Training and Enterprise Council] Initiative" (Jamie Peck); "Markets, Outcomes and the Quality of Vocational Education and Training: Some Lessons from a Youth Credits Pilot Scheme" (Phil Hodkinson, Heather Hodkinson); and"Policy and Accountability" (Lee Harvey, Peter Knight). All papers include substantial bibliographies. (MN)

Eleven papers given at a conference on issues in educational services for severely handicapped students are presented. R. Thompson, B. Wilcox, and R. York begin with "The Federal Program for the Severely Handicapped: Historical Perspective, Analysis, and Review." Six program elements in quality education are then addressed in the following papers: "Child Assessment" (O. White); "Curricula for the Severely Handicapped--Components and Evaluation Criteria" (J. Reichle, et al.); "Support Services" (C. Peterson); "Family Involvement in the Educational Process of Severely Handicapped Students--State of the Art and Directions for the Future" (L. Vincent, et al.); "Review and Analysis of Professional Preparation for the Severely Handicapped" (N. Haring); and "Evaluation" (H. Fredericks, et al.). Service delivery issues are examined in the next three papers: "Technology in the Education of the Severely Handicapped" (P. Campbell, W. Bricker, and L. Esposito); "Service Delivery--The Question of Categories" (T. Fox and D. Guess); and "Service Delivery Issues--Integrated Educational Systems" (B. Wilcox and W. Sailor). A final paper focuses on program development ("Model Development Strategies to Improve Educational Services for Severely Handicapped People" by S. Paine and G. Bellamy). (CL)

This document contains 15 papers concerned with mathematics teachers and teacher education. The introductory paper (in German) discusses trends and problems in mathematics teacher education curriculum reform. It is followed by 14 briefer responses from various participants in the conference on the topic; these are concerned with institutional questions, curricular content problems, innovations, and the theory-practice problem. The eight papers in English are titled: Reforms of the school system in Sweden and new demands on teacher education; Is the teacher of mathematics a mathematician or not?; Mathematics learning and learning mathematics; Teacher involvement in curriculum development; Educational research and Educational policy; Connecting theory and practice; The Mathematics Methods Program, an elementary teacher preparation program in mathematics; and An example of integrated education: Towards a mathematical-didactical attitude. The six papers in German concern: the organization of the program for mathematics teachers in France; the teacher education curriculum in France; the program of the IREM in Bordeaux, France; the role of the teacher in the reform process; and theory-practice problems in teacher education. (DT)

This publication reviews the mathematical laboratory from three perspectives: a practical view of laboratories in operation, a review of related research, and a view of current laboratory evaluation procedures. After a discussion of definitions, types, and purposes of math labs, the first paper concentrates on their historical development in Philadelphia, Pennsylvania, from their inception in 1967 through 1972. Despite continued interest throughout this period, actual numbers declined rapidly after 1970. Several reasons for this decline are cited. Several projects are reviewed; specifically discussed are problems, solutions, and results. Although generally pessimistic regarding the future of math labs, the author mentions several innovative movements as possible reversing trends. The second paper reviews research on math labs and activity learning, describes ways to employ math labs most effectively, and discusses some apparent effects on student achievement and attitudes (specifically, achievement gains in less able elementary children, with no effect on attitudes). This paper is followed by an extensive bibliography. The third paper critically analyzes seven specific project evaluations--their data collection techniques, types of analyses, and results. Following a discussion of difficulties encountered, the author makes some suggestions, based on the need for individually tailored evaluations. (CR)

Focusing on lifelong learning and its relevance and importance to American education, this yearbook examines goals, obstacles, and suggested approaches. The first two of three parts are presented in an expressionistic style--a collage of musings, vignettes, and headlines intended to raise questions and reflect the diversity of views in our pluralistic society and the broader global context. Part 1, The Search for Goals, includes a variety of observations, anecdotes, etc., dealing with the problems of establishing realistic and attainable goals for a nation of lifelong learners. Many selections are marked with musical cleff symbols signifying they are woofers, sometimes disturbing and sometimes solemn, and tweeters, sometimes humorous and sometimes annoying. Part 2, The Realities/The Obstacles, deals with events, accomplishments, failures, and problems that must be overcome. The third section, Coming to Terms, is a series of papers by individual authors on approaches to the linking of resources for lifetime learning. Topics include open education, curriculum as a human agenda, educational leadership responsibility, the individual as culture maker, and a comprehensive model for lifelong learning with learners, experiences, resources, and authentication as major components. Appended are brief profiles of the contributing authors and a directory of Association for Supervision and Curriculum Development board of directors and staff. (FP)

Many more males than females are involved in post high school mathematics study and in adult occupations that involve mathematics. This paper addresses the issue of whether this unequal representation of females and males is due to females' less adequate learning of mathematics or to deliberate choice of females not to study mathematics. After examining available studies relating to the matter, the paper concludes that when both females and males study the same amount of mathematics, differences in learning mathematics are minimal. Significantly fewer females elect to study mathematics and therein lies the problem. Factors contributing to this are females' lesser confidence in learning mathematics and belief that mathematics is not useful to them, males' belief that mathematics is a male domain, and teacher treatment of males and females. (MP)

This publication presents papers and abstracts of research from a project to stimulate nursing education research in the South. The five papers in section 1 discuss some major developments in nursing education research, including (1) past and future of research in the south, (2) conducting clinical instruction of health science students and evaluating student competencies and teacher effectiveness, (3) response to the second paper from a nursing viewpoint, (4) clinical laboratory in nursing education, and (5) factors affecting faculty development for women in higher education. The second section contains abstracts of 17 collaborative research studies conducted during the project. This research is related to four nursing education issues: clinical performance evaluation, curriculum, laboratory and clinical teaching strategies, and faculty development. Each study is summarized, and findings and/or conclusions are outlined. The three papers in section 3 offer three views of collaborative research. One presents results from surveys of researchers participating in the project regarding process and impact of participation. The other two papers are a dean's perspective of collaborative research by faculty and a faculty point of view. Section 4 contains three papers emphasizing the importance of publishing research results. The two papers in the final section focus on finding and obtaining research funding for nurses and nursing's impact on federal legislation. (YLB)

Thirteen papers which analyze the relations of work, schooling and family life in Philadelphia, Pennsylvania, from 1838 to 1920, are provided in this report. The papers (and their authors) are the following: (1) "The Transition to Adulthood Among White Philadelphians, 1850-1880" (Michael B. Katz and John Modell); (2) "Work, Household, and the Transition to Adulthood" (Michael B. Katz); (3) "School Attendance in Philadelphia, 1850-1900" (Michael B. Katz); (4) "Schools, Work, and Family Life in American History: A Research Agenda" (Michael B. Katz and David Hogan); (5) "The People's College: A Sociological Analysis of the Central High School of Philadelphia, 1938-1939" (David F. Labaree); (6) "Making It in America: Work, Education, and Social Structure" (David Hogan); (7) "The Growth of Public Education in Nineteenth Century Philadelphia: Aggregate Enrollments, Attendance and Attainment" (David Hogan); (8) "Philadelphia High School for Girls, 1850-1880: Enrollment and Achievement (David Hogan); (9) "Philadelphia High School for Girls, 1901-1922" (David Hogan); (10) "Enrollment, Achievement, and Curriculum Choice in Philadelphia High Schools, 1885-1940" (David Hogan); (11) "Enrollment and Achievement at Five Philadelphia Grade Schools" (David Hogan); (12) "Data Base: School and Census Data Sets" (David Hogan); (13) "Work: Case Studies of Philadelphia Firms" (Walter Licht). (KH)

This book provides an overview of cognitive approaches to learning disabilities, the theoretical and methodological underpinnings that support them, and the body of knowledge that such work has generated. Part 1 contains the following five papers: "The Educational Perspective" (Wayne P. Hresko and others); "Educational Trends in Learning Disabilities" (Wayne P. Hresko and others); "Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment" (Mark E. Swanson and Tom E. C. Smith); "The Growing Impact of Neurology" (Ronald T. Brown and Joan E. Donegan); and "Learning Disorders: Theoretical and Research Perspectives" (D. Kim Reid). Part 2 provides an overview of learning disabilities research motivated by an information processing perspective. Papers include: "Information Processing: An Introduction" (H. Lee Swanson) and "Learning Disabilities and Memory" (H. Lee Swanson and John B. Cooney). Part 3 focuses on assessment practices from a cognitive perspective, in the following papers: "Assessment Practices" (H. Lee Swanson); "A Cognitive Assessment Approach I" (H. Lee Swanson); and "A Cognitive Assessment Approach II" (H. Lee Swanson). Part 4 treats learning disabilities within an educational context, building on knowledge generated from information processing research but relying most heavily on constructivist and ecological orientations and postmodern concerns. It contains: "The Cognitive Curriculum" (D. Kim Reid and Molly McCarthy Leamon); "Oral Language" (Wayne P. Hresko); "Literacy : A Tale of Different Belief Systems" (D. Kim Reid and Maud Kuykendall); "An Investigative Approach to the Mathematics Instruction of Children Classified as Learning Disabled" (Arthur J. Baroody); and "Modes of Consciousness and the Self in Learning Disabilities Research: Considering Past and Future" (Lous Heshusius). Each chapter contains references. (CR)

This publication provides a theoretical framework for a Finnish research project, "Effectiveness of Teacher Education." The collection of papers includes two parts. Part 1, "Approaches to Evaluation," offers: "Effectiveness of Teacher Education--A Theoretical Framework of Communicative Evaluation and the Design of a Finnish Research Project" (Hannele Niemi); "The Starting Points and Main Principles of Evaluation in a Project Focusing on the Effectiveness of Teacher Education" (Leena Syrjala); and "The Concept of Effectiveness in the Evaluation of Educational Outcomes" (Ritva Jakku-Sihvonen). Part 2, "New Challenges to Evaluation in Teacher Education," includes: "Learning Contents and Processes in Context: Towards Coherence in Educational Outcomes Through Teacher Development" (Viljo Kohonen), "Teachers' Professional Morality: How Teacher Education Prepares Teachers to Identify and Solve Moral Dilemmas at School" (Kirsi Tirri); "Teachers' Readiness for Modern Information Technology" (Martti Piipari); "International Teacher Education as an Attempt to Provide Competencies for a Multicultural World" (Rauni Rasanen); "Intercultural Education as an Integral Part of The School Curriculum and Teacher Education" (Pauli Kaikkonen); "Teacher Education and Gender" (Vappu Sunnari); "Analyzing and Evaluating Student Teachers' Developmental Process from the Point of Self-Study" (Sinikka Ojanen); and "Student Teachers' Personal Development During Teacher Education in the Light of Self-Assessment" (Tuula Laine). (SM)

This book brings together 17 papers on Women's Studies, in particular on their future in the 1990s and on creating and maintaining Women's Studies programs at institutions of higher education. The first section, "Women's Studies Today," provides full accounts of the development of Women's Studies in Britain within all branches of further and higher education, and compares the situation in Britain with that in Europe. Further chapters in this section discuss appropriate teaching methods, assessment procedures for Women's Studies courses, and challenges to the institutional structures of education. The second group of papers, "Women's Studies and the Feminist Movement," touch on the problem of gender for Women's Studies, Women's Studies and politics, and the relationship between theory, action and personal experience. The third section, "Working With Diversity," contains papers that address questions of difference within feminism, in particular the place, or displacement, of lesbian and black women's experience. The final group of papers, "Making a Difference," investigates the impact of Women's Studies on mainstream disciplines and demonstrates how the interdisciplinary nature of Women's Studies breaks down traditional subject barriers. Notes on the contributors and an index are included. References follow papers. (JB)

This collection is based on two studies of approaches to increasing the supply of minority teachers. The first was a documentation study of programs supported by the Ford Foundation Minority Education Demonstration Project designed to attract minority candidates, prepare them well, and present model programs. The second study described a range of innovative programs to recruit or prepare large numbers of minority teachers. The following papers are included: (1) "Restructuring Teacher Education for Diversity: The Innovative Curriculum" (Ana Maria Villegas); (2) "Reaching Out to Schools" (Beatriz Chu Clewell); (3) "Creating a Path between Two- and Four-Year Colleges" (Bernice Taylor Anderson and Margaret E. Goertz); (4) "Bringing Teacher Assistants into Teacher Education Programs" (Myra Ficklen Joy and Barbara A. Bruschi); and (5) "Discussion Remarks on Teacher Diversity" (Jacqueline Jordan Irvine). An appendix contains site descriptions for programs described in Chapter 1. (Chapter 1 contains 56 references, and Chapter 5 contains 5.) (SLD)

Presenting results of transfer research undertaken between 1989 and 1992, this book examines three different dimensions of student transfer from two- to four-year institutions. Following an introduction by Judith S. Eaton, the first chapter, "The Total Community College Curriculum," by Arthur M. Cohen and Jan M. Ignash, presents results of a 1991 study of course offerings and transfer rates at 164 two-year colleges nationwide, examining the relationship between liberal arts and nonliberal arts enrollments and student transfer. The second chapter, "The Community College Contribution to the Education of Bachelor's Degree Graduates: A Case Study in Virginia," by James C. Palmer and Marilyn B. Pugh, examines the contribution of community colleges to the undergraduate education of baccalaureate degree recipients, utilizing a study of community college credits earned among a random sample of 1,731 students who received baccalaureate degrees from Virginia public universities in 1989-90. The final chapter, "Classroom Contexts and Academic Tasks: A Comparison of Equivalent Courses in Community Colleges and Their Primary Receiving Baccalaureate Institutions," by Janet H. Lawrence and Kathleen Hart, explores the similarities and differences between two- and four-year college instructional methods and styles that may affect the academic success of transfer students. The discussion is based on a comparison of expectations, classroom contexts and academic tasks of 39 faculty at two- and four-year institutions teaching courses defined as equivalent in articulation agreements. Data tables, references, and a discussion of building an institutional action agenda through the research results are included. (PAA)

This book is a collection of essays on political education for democratic citizenship in higher education developed out of meetings over 5 years of a small group of faculty, administrators and students who gathered to discuss the way academia was educating young people for political responsibility. Following a foreword and an introduction by Bernard Murchland, the 21 papers are: "Democracy in America: Bringing It All Back Home" (J. Peter Euben); "Strengthening Citizenship" (Robert B. Woyach); "The People Shall Rule" (Sara M. Evans and Harry C. Boyte); "The Nature and Nurture of Public Life" (Parker Palmer); "Civic Intelligence" (David Mathews); "The Public Realm" (Hannah Arendt); "The Primacy of Political Education" (Amy Gutmann); "Civic Education and the Liberal State" (William Galston); "A Renewal of Civic Philosophy" (William Sullivan); "On Participation" (Hanna Fenichel Pitkin and Sara M. Shumer); "Toward a Cultural Democracy" (Manuel Ramirez and Alfredo Castaneda): "Democracy, Deliberation, and the Experience of Women" (Jane Mansbridge); "The New Cultural Politics of Difference" (Cornel West); "The Civic Mission of the University" (Benjamin R. Barber); "The Liberal Arts and Civic Education" (Ralph Ketcham); "Embracing Diversity as a Central Campus Goal" (Daryl G. Smith); "Civic Education, Liberal Education, and Democracy" (J. Donald Moon); "Education, Autonomy, and Civic Virtue" (Richard Dagger); "Some Reflections on Civic Education and the Curriculum" (Elizabeth K. Minnich); "The Difficult Dialogue of Curriculum Transformation" (Johnnella E. Butler); and"Critical Pedagogy and the New Politics of Cultural Difference" (Henry A. Giroux).

This set of five papers is related to the Mathemagenic Activities Program (MAP) for early childhood education of the University of Georgia's Follow Through Program. The MAP is based on Piagetian theory and provides sequentially structured sets of curriculum materials and processes that are designed to continually challenge children to learn about the physical and social environments. Topics discussed in these collected papers focus on the constructivist epistemological basis of the MAP. A constructivist, in a philosophical sense, is one who believes that all knowledge is constructed by the individual. Essay topics include the following: an introduction to radical constructivism; radical constructivism and Piaget's concepts of knowledge; a constructivist model for instruction; and constructivism and educational practices. Additional essays are collected in a volume titled, Epistemology and Education: The Implications of Radical Constructivism for Knowledge Acquisition. The essays discuss the following topics: Piaget and radical constructivist epistemology; the constructivist epistemology in John Dewey, Jean Piaget, and cognitive developmental psychology; epistemology and mathematical proof; applied epistemology; radical constructivism in psychological explanation; constructivism and the curriculum; and constructivism and principles for instruction. (Author/RH)