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This document contains the following full and short papers on policies, ethics, standards, and legal issues from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Study on the School Information Technology Pilot Scheme: Possibilities of Creative and Lifelong Learning" (Siu-Cheung Kong, Wing-Kee Au, and Sai-Wing Pun); (2) "Health Risks with Computer Use in New Zealand Schools" (Kwok-Wing Lai); (3) "Information Technology Competency for Hong Kong Teachers--A New Era and a New Paradigm" (Wing Kee Au, Siu Cheung Kong, Kin Ping Leung, Eugenia Mee Wah Ng, and Sai Wing Pun); (4) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (5) "Space Plan for Effective Educational Software Utilization in Korea" (Soo-Bum Shin, Chul-Hyun Lee, In-Hwan Yoo, and Tae-Wuk Lee); and (6) "Using Learning Object Meta-Data in a Database of Primary and Secondary School Resources" (Daniel D. Suthers). (MES)

This report reviews the problems of protecting nature in a heavily industrialized democracy such as the United States. Factors contributing to the establishment of protected areas in the United States are traced from the creation of Yellowstone National Park in 1872 to the present. Arguments in defense of wilderness areas consider nature as: (1) a reservoir of normal ecological processes, (2) a sustainer of biological diversity, (3) a formative influence on the national character, (4) a church, (5) a guardian of mental health, and (6) an educational asset in developing environmental responsibility. Diverse agencies, programs, and efforts exist at all levels. The National Park Service, the United States Forest Service, the Bureau of Land Management, and the National Wilderness Preservation System function on the federal level. Coastal zone management and land use laws protect natural areas on the state level, city and county parks serve as protected areas on local levels, and private organizations such as the Sierra Club also contribute to wilderness preservation. Problems arise from the conflict between economic development and nature preservation, and the popularity of nature areas which leads to their destruction. Programs in Japan, Australia, New Zealand, East Africa, Europe, the Soviet Union, and Canada are also described. (KC)

This document contains the following papers on international issues from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Attitudes of Malaysian Vocational Trainee Teachers towards the Integration of Computer in Teaching" (Ab. Rahim Bakar and Shamsiah Mohamed); (2) "Views from an Asian Bridge: How International Students See Us and Still Survive" (Richard Cornell and others); (3) "Creating Virtual Learning Communities in Africa: Issues and Challenges" (Osei K. Darkwa); (4) "ICTs for Learning: An International Perspective on the Irish Initiative" (Eileen Freeman and others); (5) "An In-Service Program in Applied Linguistics for Language Teachers" (Diana Jenkins and others); (6) "Virtual Exchange Program: Coming to a Computer Near You?" (Chris Junghans); (7) "An Overview of Information Technology on K-12 Education in Taiwan" (Greg Lee and Cheng-Chih Wu); (8) "Findings from the Project for the Longitudinal Assessment of New Information Technologies (PLANIT): 2000-2001" (Cesar Morales and others); (9) "Evaluation of the Girls Research Opportunities in Computing (Girls R.O.C.)" (A. Dale Mangoun and Charlotte H. Owens); (10) "Teacher and Student Attitudes toward Computers, 1999-2000: Findings from a Suburban Texas School District" (Gerald Knezek and Rhonda Christensen); (11) "Teachers and Students' Attitudes toward Computers in Mexico: Results of Phase 2000" (Cesareo Morales); (12) "Preservice Teachers' Attitudes toward Information Technology in Brunei" (Mint Swe Khine); (13) "Findings from Thailand for the Longitudinal Assessment of New Information Technologies" (Nanta Palitawanont); (14) "Multimedia in Chinese Elementary Schools" (John Ronghua Ouyang and James E. Yao); (15) "An Instrument To Measure Malaysian Teachers' IT Preparedness" (Wong Su Luan and others); (16) "An In-Service Program for Ecuadorian Teachers. The Innovation of Elementary Education in the Santa Elena Peninsula Project" (Martin Valcke and Katherine M. Chiluiza); and (17) "Critical Kiwi Chronicles: Technology and Teacher Education in New Zealand" (Cameron White). An abstract of the following paper is also included: "An Introductory Internet Skills Program for Teacher Education: Or from Practice to Theory: A Case Study" (Cameron Richards and Mita Bhattacharya). Most papers contain references. (MES)

This collection of papers investigates change and compares university education experiences worldwide, looking at it from the perspective of numbers of students, range of institutions, funding, institutional functions, boundaries, and directions, orientation of students and staff, and institutional change. After an introduction by Tom Schuler, editor, chapters include: (1) "A Thirty-Year Perspective: From the Sixties to the Nineties" (Leslie Wagner); (2) "The View from Further Education" (Jenny Shaekleton); (3) "Less Control and More Vocationalism: The Australian and New Zealand Experience" (Craig McInnis); (4) "Future Patterns of Teaching and Learning" (Alistair MacFarlane); (5) Increasing Equity in Higher Education: Strategies and Lessons from International Experience" (Thomas Owen Eisemon and Jamil Salmi); (6) "Changing Leadership in Universities" (Robin Middlehurst); (7) "Evolving Roles and Responsibilities: The University in Africa" (Alison Girdwood); (8) "From the Collegial Academy to Corporate Enterprise: The Changing Cultures of Universities" (Ian McNay); (9) "Pay as You Learn? Students in the Changing University" (Christine King); (10) "Changing the Culture of Scholarship to the Culture of Teaching: An American Perspective" (Stephen Brookfield); (11) "Funding a Changing System" (Gwynneth Rigby); (12) "Thinking European: Is UK Higher Education Out of Step?" (John Field); (13) "Funding, Access and Teaching: The Canadian Experience of a Mass System of Higher Education" (Hans Schuetze); and (14) "The Social and Political Vocation of the University in the Global Age" (Radim Palous). (Contains approximately 200 references.) (BF)

This collection of eight papers looks at how a system of loans for lifelong learning in Great Britain and New Zealand might be positioned. It examines where such loans might work best and where they seem inappropriate. In particular, the collection assembles the available evidence about the role and impact of loans in the world of education and training to draw conclusions from that evidence about how policy might be developed. The following papers are included: "Would Loans Help Lifelong Learning?" (Mick Fletcher); "Learning Loans: The Kent and Medway Pilots" (Nicholas Fox); "Loans for Student Support in Higher Education: The UK Experience and Lessons for Further Education and Training" (Nigel Brown); "Lifelong Learning: Who Pays Learns" (Ronnie Ogler); "Some Thoughts on Career Development Loans" (Chris Quarrie); "Loans for Further Education Students: Not the Solution to the Problem" (Claire Callender); "Post-19 Adult Learning and Higher Education in England: Funding Principles and Funding Options" (Mark Corney); and "Student Loans in New Zealand" (Sharon Biggar and Darrren Butterworth). Most of the papers contain reference lists. (KC)

This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr. Sabina Schaffner). [Financial support was provided by the University of Cambridge Language Centre and RUDN University, Moscow. This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This book uses a traditional focus of educational development (teaching and learning) to examine the theories and practices of staff development in Australasia. The initial chapter reviews the philosophical foundations of staff development, including the basis of the idea of development, along with the problems that concept raises. Chapter 2 discusses the need to apply good educational practices and the importance of evaluating teaching effectiveness. Chapter 3 views educational and staff development from the perspective of hermeneutics, noting the importance of empathy, acknowledgment of a common humanity, and an understanding of others. Chapter 4 summarizes the need for and use of action research in staff development, beginning with an overview of the historic evolution of the concept. Chapter 5 defines postmodernity as a form of reaction to structuralism and the imposition of rigid dichotomies, and sees it as a challenge to moving individuals out of their "comfort zones." Chapter 6 discusses the development of personnel for staff development and the need for connections between teachers and students. The analogy is made to the relationship between research and development. The need for development and counseling relationships is also described. (Contains 150 references.) (JLS)

This collection of 13 papers offers an international perspective on future directions of staff development at colleges and universities, focusing on academic staff development, higher education teaching networks, and managerial and human resource development. Papers are: (1) "Higher Education Staff Development for the 21st Century: Directions for UNESCO's Co-operative Action" (Mary-Louise Kearney); (2) "The Role of the University in Adult Literacy Staff Development" (Mohamed Maamouri); (3) "Assisting New Academic Programmes in Environmental Management in Developing Countries" (Geoffrey McDonald and Chatchai Ratanachai); (4) "African Religions--A Non-Traditional Approach to Academic Staff Development: A Case Study of the Development of the UNITWIN Network for Southern Africa" (Gerrie ter Haar and Henk J. van Rinsum); (5) "The Contribution of Higher Education to Research and Development Activity in Latin America--The Case of the UNESCO/CRE-COLUMBUS/Instituto Venezolano de Investigaciones Cientificas (IVIV) Chair" (Hebe Vessuri); (6) "Higher Education Teaching Development Networks--The Experience of the European Network on Staff Development in Higher Education (ENSDHE)" (Brigette Berendt); (7) "University Teaching Networks: The Arab Network for Staff Development" (Hassan El Hares); (8) "Teaching Development in New Zealand Higher Education" (John Jones); (9) "University Teaching Networks in Latin America and the Caribbean" (Jose Silvio); (10) "Managerial Staff Development and Human Resource Planning" (Jennifer Barnes); (11) "Higher Education in Hungary--Challenge and Change" (Janos Csirik); (12) "The African University: Towards Innovative Management Strategies for the 21st Century" (Mubanga E. Kashoki); and (13) "Managerial Staff Development and Human Resource Planning--The IGLU Programme" (Pierre Van Der Donckt). Each paper contains references. (MDM)

This book argues that school-based management appears to be primarily concerned with dismantling centralized education systems (which have traditionally supported the work of teachers, students, and parents) and replacing them with a free-market ideology of competition and choice. School-based management separates elite policy makers and interest groups from those who implement policy. The movement promises more democratic community involvement, more parental choice, and better managed and more effective schools. What has occurred, the chapters argue, is a rhetoric of devolution in a context of centralism. The shift to school-based management justifies the state's avoidance of its social responsibility to provide an equitable quality education for all; promotes greater inequality; detracts from educational issues; may lower teacher quality; and cuts resources for education. Following the introduction, chapters include: (1) "Democratic Participation or Efficient Site Management: The Social and Political Location of the Self-Managing School" (Lawrence Angus); (2) "The New Right and the Self-Managing School" (Jack Demaine); (3) "Paradigm Shifts and Site-based Management in the United States: Toward a Paradigm of Social Empowerment" (Gary L. Anderson and Alexandra Dixon); (4) "Culture, Cost and Control: Self-Management and Entrepreneurial Schooling in England and Wales" (Stephen J. Ball); (5) "Reinventing Square Wheels: Planning for Schools to Ignore Realities" (Marie Brennan); (6) "The Evaluative State and Sefl-Management in Education: Cause for Reflection?" (David Hartley); (7) "The Politics of Devolution, Self-Management and Post-Fordism in Schools" (Susan L. Robertson); (8) "Pushing Crisis and Stress down the Line: The Self-Managing School" (Peter Watkins); (9) "Managerialism, Market Liberalism and the Move to Self-Managing Schools in New Zealand" (John A. Codd); (10) "Teaching Cultures and School-based Management: Towards a Collaborative Reconstruction" (Andrew C. Sparkes and Martin Bloomer); (11) "'And Your Corporate Manager Will Set You Free...': Devolution in South Australian Education" (Brendan Ryan); (12) "Managerialism and Market Forces in Vocational Education: 'Balkanizing' Education in the 'Banana Republic'" (Peter Kell); and (13) "Self-Managing Schools, Choice and Equity" (Geoffrey Walford). One figure and an index are included. References accompany each chapter. (LMI)

This collection represents diverse views and opinions concerning integration of individuals with disabilities in Australia and, to a lesser extent, New Zealand. The objective in producing the volume is to stimulate thought and further debate about the policies and practices associated with integration, and numerous perceptions of integration are offered. Titles and authors of individual papers are as follows: "A Background to Integration" (John Elkins); "Two Models of Integration: A Review of Some of the Recent Literature on the Effects of Integration in Schools" (Peter Cole); "An Ecological Analysis of Progress toward Non-Restrictive Environments in New Zealand" (Keith D. Ballard); "Integration of Children with Physical and Intellectual Abilities into Support (Special) Classes Attached to Regular Schools" (Yola Center and others); "Support for Integration: Questioning the Efficacy of the Resource/Remedial Model of Service Delivery to Academically Handicapped Children" (Barry A. Fields); "Cognitive Strategies for Use in Classes Containing Students with Diverse Abilities" (Adrian F. Ashman and Robert N. F. Conway); "Mainstreaming of Secondary Students with Sensory Disability" (Philip J. Foreman and Robert N. F. Conway); "Students with Learning Difficulties in Secondary Schools: A Whole School Approach" (Ian Hay); "Integration of Townsville Special School Students at Townsville High School" (Barry Harker); "Teaching in Integrated Settings: A Focus on Professional Development" (Bill Patching and others); "Integration of Young Children into Regular Early Childhood Settings: Management of Staff and Parents" (Roger A. Baxter and Barbara Lee Crickmore); "A Model for Providing Specialist Therapy-Support Services to Children with Physical Disabilities Who Are Integrated into Mainstream Schools in City and Rural Areas" (Tim Ziersch and others); "Developing Curriculum and School Organization To Integrate 'Disruptive Students'" (Roger Slee); "Service Provision and the Acceptance of Change: Integration across the Life-Span" (Ron Joachim); and "The Integration of Students with Disabilities into Regular Schools in Australia: Can It Be a Reality?" (Paul M. Gannon). (JDD)

This monograph presents a "state of the art" overview of contemporary aphasia rehabilitation policies and resources in Asia and the Pacific region. Following Martha Taylor Sarno's introduction, Sumiko Sasanuma discusses the history and development of Japan's aphasia rehabilitation services, focusing on demography and data sources, assessment and treatment procedures, issues, and recommendations. The current status of aphasiology in China is described by Wang Xinde, who outlines the clinical manifestation of aphasia, alexia, and agraphia in Chinese and the rehabilitation process. India's aphasia rehabilitation is reviewed by Prathibha Karanth, focusing on history, facilities, staff, funding, family supports and home training, advocacy, research, and sociocultural factors. The situation in Australia is presented in two papers--Alison Ferguson focuses on the aphasic population, providers of rehabilitation services, service delivery models, and research trends; and Jennifer Lambier describes service delivery models, treatment goals, assessment, and remediation. For New Zealand, Ellie Glazer reports on epidemiological data, speech language therapy, and a stroke support network. Reference lists accompany each chapter. (JDD)

Intended to stimulate public discussion on the aims and policies of New Zealand education, this background paper has three major sections. The first section discusses the role of education in relation to equal opportunity, democracy, cultural difference, national development, and personal development. In part two, graphs, tables, and text give a summary view of enrollment trends, demand for teachers, academic attainment of students, and expenditures. The concluding section summarizes policy commitments and raises questions that bear on further developments within the system of public education. Photographs may reproduce poorly. (Author/DW)

The aboriginal peoples of Australia, Canada, and New Zealand became minorities in their own countries in the 19th century. The expanding British Empire had its own vision for the future of these peoples: they were to become civilized, Christian, and citizens--in a word, assimilated. This book provides the first systematic and comparative treatment of the social policy of assimilation followed in the three countries. Australia began by denying the aboriginal presence, Canada by registering all "status" Indians, and New Zealand by giving all Maori British citizenship. Major policy periods are characterized as early institutionalized contact, paternalistic protection, paternalistic assimilation, integration, and pluralism. Children received particular attention under the policy of assimilation, and much of this book focuses on policies and practices related to family and child welfare and education, including cultural differences in assumptions about child rearing and family roles, education as a tool of assimilation, extensive removal of aboriginal children from their families with placement in foster care or residential schools, and current efforts of aboriginal communities to recover from the devastating effects of social policies and to take control of child welfare practices. Thirty-eight tables include historical data on aboriginal population, foster care and adoption, residential and day school enrollments, juvenile offenders, and expenditures and staffing for child welfare agencies. Includes an extensive bibliography, chapter notes, maps, and an index. (SV)

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)