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The word 'literacy' is a familiar one in relation to the forms of expression and structure of verbal language. In this collection of papers the definition of literacy is expanded as it can be applied to individual art forms of dance, drama, media, music, visual art, and design. These art forms are those specified as the subjects forming the Arts Key Learning Area in Australian schools. The writers have approached the topics of arts literacy from their own experiences as artists and educators. The purposes of the papers are to stimulate discussion among teachers of the arts and other subjects and to raise an awareness of the potential for the arts to enhance learning across the curriculum. The following papers are included: (1) "Introduction," (Joan Livermore); (2) "Dance Literacy," (Ralph Buck); (3) "Drama Literacy," (Robin Pascoe); (4) "Music Literacy," (Margaret S. Barrett); (5) "Media Literacy: Media Literacy and the Information Age," (Robyn Quin); (6) "Visual Literacy," (Lee Emery; Adele Flood); (7) "Design Literacy: Process and Product," (Keith Russell; Kathy Grushka; Howard Middleton). (Author/LB)

This book contains 15 papers on current issues and future options in Australian rural education. Part 1 covers contemporary issues and includes: (1) "Issues in Education in Remote Rural Australia" (education of girls, education of Aboriginals, lifelong learning, and research needs) (Ted Scott); (2) "Redefining Remoteness in the Post Industrial Society" (Peter d'Plesse); (3) "Expanding Vocational Preparation in the Post-Compulsory Years" (Richard Sweet); (4) "Educational Change in New South Wales: Rural Teacher Reactions and Rural Development" (Colin Boylan); (5) "Education in Rural Victoria Is a Social Justice Issue" (Merryl Robson); (6) "Austudy Rural Inequities" (Jennifer Sheed and Doug Lloyd); and (7) "Farm Management Education for the Future" (Keith Woodford and Ray Collins). Part 2, "Target Groups," includes: (1) "Retaining Teachers in Rural Schools: Satisfaction, Commitment, and Lifestyles" (Colin Boylan and others); (2) "Overcoming Distance: Isolated Rural Women's Access to TAFE across Australia" (Pauline Mageean); (3) "Isolation and Culture: The Challenges for Teachers in Torres Strait" (Barry Osborne); (4) "What about Me? Ever Thought about Including Rural Australians Who May Also Have an Intellectual Disability?" (Libby Cross and James Burrell); and (5) "Non English-Speaking Background Children in Wagga Wagga Schools" (Marietta Elliott). Part 3 covers technology and includes: (1) "Technologies: Present and Future for Distance Education in Victoria" (Neil Elliott and Ian Conboy); (2) "Learning Technology Programs in an Isolated Region: Classroom Applications of Technology" (Carol Hughes); and (3) "Technology and the Provision of Specialist Educational Support Services to Young Children of Itinerant Families" (Mike Lally). (SV)

Following an introduction by Anthony Liddicoat on the general nature of bilingualism, three papers on the characteristics, development, and advantages of bilingualism are presented. "Psycholinguistic Aspects of Bilingualism" by Susanne Dopke, Tim Macnamara, and Terry Quinn considers the linguistic, cognitive, emotional, and educational development of the bilingual individual and the social psychology of bilingualism. "Sociolinguistic Aspects of Bilingualism: Bilingualism and Society" by George Saunders looks at bilingualism in its social context and the linguistic and social factors influencing attainment and maintenance of bilingualism. Emphasis here is on the situation of bilinguals in Australia. "Bilingual Education" by Marta Rado focuses on bilingual education as an effective way of developing bilingualism. Much of the discussion here is relevant to language teaching and describes models for bilingual education used in major English-speaking countries. (Contains approximately 300 references.) (MSE)

Twelve papers produced at an annual convention were selected for inclusion in this work on behavior management and behavior change in Australian children and youth with emotional and/or behavior problems. The papers are: (1) Developing Personal Strengths, Choosing More Effective Behaviours: Control Theory, Reality Therapy and Quality Management (Judy Hatswell); (2) Conferencing: A Restorative Approach to Interventions for Serious Incidents of Harm in the School Setting (Terry O'Connell and Margaret Thorsborne); (3) Classroom Management/Discipline Models in Review and Action (Bob Cope); (4) The Wind of Change: Flatulence or a Breath of Fresh Air? (Ray Handley); (5) Seamless Support: Integrating Support to Schools (Bryan Humphrey); (6) A Bad Reputation Gets the Boot: A Bad Reputation Throws Down the Gauntlet (John Morrison and Loretta Inverardi); (7) Students with Conduct Disorder (Gail Holt); (8) Student Behaviour Management: Addressing the Issues for Teachers of Languages Other than English (LOTE) (Marlene Kingdon); (9) Framing Our Work with Young People (Bruce Muirhead); (10) The Gossen Restitution Model: Making Things Right, Or How Can We Fix Things? (Margaret Pearson, Louise Pattimore, and Anne Matthews); (11) Kid Konciliation (Gabrielle Elich); and (12) Children and Youth with Emotional and Behaviour Problems: ANSUA's Approach (Jean Rigby and Maureen Hawke). (RB)

This collection of 19 papers offers an Australian perspective on behavior management and behavior change of children and youth with emotional and/or behavior problems. Papers are presented in two sections: national and regional perspectives, and programs and strategies for different contexts. Titles and authors include: "An Evaluation of Strategies and Methods for Addressing Problems of Peer Abuse in Schools" (Ken Rigby); "Meeting the Needs of Adolescents with Conduct Disorders" (Robert Conway); "Suspension Support for Children and Youth with Behaviour Problems" (Jean Jenkin); "Behaviour Problems: School Exclusions and School Non-Attendance" (David Evans and John Gardner); "Skillstreaming in Early Childhood" (Wendy Brown and Susanna Richardson); "Stop and Think Learning: Motivating Learning in Social Groups and Individuals" (Lindy Petersen); "Using Non-Aversive Strategies in the Classroom" (Barbara Ryan); "Prolific Partnership: In Praise of Parent Participation" (Nicklin Team); "Pathways for Change" (Maureen Gilbert and Mary McInnes); "RAPT Reviewed: Education in a Wider Context" (RAPT Team); "Out of the Bush, into the Wilderness" (Ray Handley); "Operation Flinders: New Horizons" (Pamela Murray-White); "From Early Intervention to Successful Mainschool Reintegration: The Farm School Experience" (Leigh Deckert); "Responding to Gambits that Children Use To Disrupt Classrooms" (Jerry Olsen); "Solution Focused Interventions in Schools" (Stephen Cornelissen and Sean Rafferty); "Past, Present, Future: Review and Reform Program: The Power of Evidence" (Janice Flaherty); "Boys and Relationships: A Developmental Strategy for Violence Prevention" (David Shores and Jenny Kernich); "Using Art and Craft To Effect Change with Difficult Kids" (Mary Jackson); "Peer Mediation: In a Primary School" (Angela Heuchan and Glenda Young). (Some papers contain references.) (JDD)

Documenting some of the myriad of voices assembled in Brisbane, Australia in July 1995 for the Second World Congress of the International Drama/Theatre and Education Association, the essays in this book address the central question of the Congress: What can be the role of drama/theatre and education in a rapidly changing world entering a new millennium? In Part 1, the writers share an interest in past and present contexts. Part 2 explores what theatre shares in common with other artistic forms. Part 3 examines the implications of dramatic artistry for the pedagogue. Part 4 unlocks the challenging world of criticism and aesthetics, and proposes frameworks through which educators can discuss and analyze dramatic artistry in education. Papers in the book are: (1) "Healing Power of Theatre" (Dubravka Knezevic); (2) "The Future in Black and White: Aboriginality in Recent Australian Drama" (Katharine Brisbane); (3) "Narrative Performance in a Changing World: The Case of the Storytellers in Kenya" (Ezekiel Alembi); (4) "DRAMA/Drama and Cultural Values" (Gavin Bolton); (5) "Reflections of Practice: Playbuilding with Young People in the Post-Modern Cultural Arena" (Morag Morrison and Madonna Stinson); (6) "The Seminal Politics of Arts Education" (Peter Abbs); (7) "Negotiated Movement: Rebel" (Jane Griffin); (8) "Artistic Education and Cultural Distribution" (Roger Deldime); (9) "Art, Drama and Music: Performances Based on Minimal Actions" (Beatriz Cabral); (10) "Drama and Education: Innovating Curricular Experience in Mendoza, Argentina" (Ester Trozzo de Servera); (11)"The Rude Charms of Drama" (John O'Toole); (12) "From Script to Impromptu: Learning a Second Language through Process Drama" (Shin-Mei Kao); (13) "Multimedia Drama in Cross-Cultural Classroom Education" (Lennart Wiechel); (14) "The Power of the Imagination" (Helen Zigmond); (15) "Discovering Right Actions: Forging Ethical Understandings through Dialogic Interactions" (Brian Edmiston); (16) "Pedagogical Psychodrama" (Sheila D. Maluf); (17) "How to Relate To Knowledge in the Context of Partnership" (Christian Pratoussy); (18) "Revisioning Identity: Drama in the Electronic Age" (Alistair Martin-Smith and Belarie Hyman Zatsman); (19) "Performance Analysis: A Strategy for Understanding Traditional and Contemporary Forms of Performance" (Jacqueline Martin); (20) "Framing the Drama: An Approach to the Aesthetics of Educational Theatre" (Anthony Jackson); (21) "Making Sense of Appearances" (Michel Melin); (22) "Intruders in the Convex Glass: A Consideration of the Way in Which We Find Meaning in Plays" (Andy Kempe); and (23) "Survive" (Henry Paul). (RS)

The following papers from a conference on emotional and behavioral problems of children and adolescents are presented: (1) "Eligibility and Need: Is There a Difference Between Being Disturbed and Being Disturbing?" (Howell); (2) "Prevention and Politics: Giving At-Risk Youth a Future" (Constable and Burton); (3) "The World of Cue: Non-verbal Behaviour in Teacher-Student Management" (Rogers); (4) "Characteristics of Conduct-Disordered Adolescents and Implications for Treatment Programs: Preliminary Research Findings" (Anning); (5) "Helping Homeless Kids Break the Transition Gap" (Corbitt); (6) "Quantifying Aberrant Behaviour: The Use of Psychological Instruments in Assessing Behaviour-Disordered Students" (Richardson); (7) "Improved Treatment Integrity with Performance Feedback in an Early Intervention Program" (Arco); (8) "Black Dot - White Square: Managing Stress" (Rogers); (9) "A System-wide Approach to Changing Attitudes Towards the Acceptability of Bullying or Harassment in Schools and Reducing its Prevalence" (Griffiths); (10) "Bullying: A School Focus" (Hyndman and Thorsburne); (11) "A Comparative Analysis of Withdrawal and Outreach Services for Primary School Children Exhibiting Moderate to Severe Behaviour Problems" (Strong, Ralph, and Vaughan); (12) "Helping Kids by Helping the Parents" (Laurie and Collings); (13) "Attribution, Behaviour, Life Skills Education (ABLE): A Program for Underachieving Gifted Adolescent Girls" (Mason, Hay, and McMeniman); (14) "Looking into Classrooms: What a Research Study Found about Assertive Discipline" (Nicholls); (15)"Mirrors and Mountaintops: Enhancement Skills for Wilderness Programs" (Handley); (16) "Training Children and Adolescents in the Skills of Interpersonal Conflict Resolution: A Developmental Theory and Training Strategy" (Wilkins); (17) "The Power-Caring Balance: Can Ecology Help Us Understand the Behaviour of Troubled Children?" (Olsen); (18) "Alternative Programs to Help Behaviour Disordered Adolescents in Their Regular High Schools" (Cragg and Collings); (19) "Teaching the Hard to Teach: Effective Teaching with Difficult Students" (Tender); (20) "Project Turnaround: Addressing the Problems of Youth at Risk: A Critical View" (Walters and Palmer); (21) "Attitude and Behaviour Change in Young People: An Evaluation of Project Turnaround" (Halsey); (22) "Taming Anger" (Frew); (23)"Berengarra School" (Lewis and Candy); (24) "The Andrew Relph School: Ten Years of Assisting Young Adolescents with Emotionally Based School Problems" (Boultwood, Wheatley, and Gardiner); and (25) "Whole School Effective Discipline Approach at Lawrence Hargrave SSP" (Klein, Rapp, Mason, Rayment, Deacon, Lee, and Nould). (NB)

These proceedings contain the papers of the 15th International Conference on e-Learning (EL 2021), which was organised by the International Association for Development of the Information Society (IADIS), July 20-22, 2021. This conference is part of the 15th Multi Conference on Computer Science and Information Systems (MCCSIS), July 20-23, 2021, which had a total of 456 submissions. Due to an exceptional situation caused by the COVID-19 pandemic, this year the conference was hosted virtually. The e-Learning (EL) 2021 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]

Concern about boys' education in Australia and New Zealand led to the Leadership in Boys' Education Conference in May 1999. This book contains edited conference presentations focusing on boys' educational needs. The book also presents case studies related to academic achievement, school structure, discipline and bullying, broadening boys' options, and building support. The chapters are: (1) "Leading Boy-Friendly Schools" (Steve Biddulph); (2) "Educating Boys, Emotional Literacy, and the Workplace" (Don Edgar); (3) "Leadership on the Ground" (Richard Fletcher); (4) "Aboriginal Cultural Programs and Interagency Co-Operation in Boys Strategies" (Jenni Griffiths); (5) "Pastoral Care at St. Ignatius' College, Riverview" (Peter Ireland); (6) "A Decade of Working Consistently at Boys' Education" (Fred Carosi); (7) "Role Models and School Support Structures for Rural Boys" (Helene Boyer); (8) "Empowering Boys" (Ian Lillico); (9) "Boys-Only English Classes at Cherrybrook Technology High" (Lyn Wendtman); (10) "The Boys Action Team as Part of Whole School Improvement" (Beverley Theobald); (11) "Crossing Gender Boundaries" (Chris Bonner); (12) "Changing the Football Culture" (John Craig, Tina Barnier, and Ian Beasley); (13) "Raising the Self-Esteem of Boys through Skill Development" (Bill Campbell); (14) "Engaging Fathers and the Whole Community in the Education of Rural Boys" (Cheryl Hallinan); (15) "The Role of the Principal in Facilitating Change in the Curriculum and School Culture" (James White); (16) "Individual Programs for Disaffected Boys" (John McKenna); (17)"School, Community, and Regional Support" (Shona McKinlay); (18) "Supporting Fathers To Be Good Fathers" (Andrew Mullins); and (19) "Fathers' Role in Quality Learning for Boys" (Phil Bretherton). (KB)

A symposium compared the nature and experiences of schooling for Aboriginal Australians and Vietnamese immigrants to Australia. An introduction draws on John Ogbu's distinction between voluntary and involuntary minorities, provides background on the situations of indigenous peoples and Vietnamese immigrants in Australia, and suggests that cultural differences and the different relationships among these groups and the dominant population have implications for the pedagogical strategies used with these groups. "The Polarisation of Academic Achievement and Behaviour among Vietnamese Australian Students" (Karen Faulkner) looks at a striking contrast: Vietnamese youth in Australia are overrepresented among university, medical, law, and engineering students and also among prison inmates and the unemployed. Four waves of Vietnamese refugees and immigrants since 1975 had different settlement experiences with differing impacts on their educational, occupational, and social mobility. In addition, different ethnic groups within the Vietnamese immigrant group may have responded in different ways to their minority status and experiences. "The Battle To Remain on Higher Ground: School Curriculum and Pedagogy versus Culturally Supported School Resistance" (Mark G. McFadden, Geoff Munns, Lee Simpson) discusses school rejection among indigenous Australian boys as a culturally supported masculine response embedded within a complex community and educational context. A study of Aboriginal high school boys who remained in postcompulsory education against seemingly overwhelming odds examined the complex social and cultural processes that supported their academic persistence and caused them to reject their peers' resistance to school. (Each paper contains references.) (SV)

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)

The title report of this publication contains the results of a 1993 study devised to ascertain the market share and geographic distribution of automated systems in Australian school libraries. Thirty-three surveys were distributed to vendors of automated systems known to have school library installations or to have recently developed a product for this market; 29 surveys were returned. Systems included were required to perform at least three functions: cataloging, online catalog (OPAC), and circulation. Survey results provide an overview of the Australian school library automation scene as well as a brief history and contact information for some of the most common systems available. It is anticipated that subsequent surveys will occur on an annual basis. The following three papers are also included: "Crucial Factors in Online Inquiry: OPAC Design for School Library Users" (Paul Drayton); "MARC for Teacher-Librarians: An Introduction" (Ellen Paxton); and "Providing Access to Fiction in School Libraries: Some Thoughts and Observations" (Ashley Freeman). Each paper contains references, and a 65-title select bibliography of school library automation is included. (DLS)

This monograph presents 14 brief papers on special education in other countries or comparisons between countries. Papers have the following titles and authors: "Legal Foundations of Special Education: A Comparison of the United States Public Law 94-142 and the China Compulsory Education Law" (Hong Bo Wang et al.); "International Networks in Staff Development" (Tony Best); "Poverty and Handicap in the Republic of Yemen" (Azza Qirbi); "Hong Kong in 1997: Through Train or All Change?" (Nick Crawford); "Special Education Down Under" (David R. Mitchell); "Development of Special Education in the Republic of Korea" (Seung-Kook Kim); "Attitudes of High School and College Students toward Persons with Disabilities in the Republic of Korea" (Yong G. Hwang and Carmen Iannaccone); "Interviews with Mothers of Severely Handicapped Children: School Leavers in Japan" (Louise Fulton and Virginia Dixon); "Video Training Packages for Parent Education" (Roy McConkey); "Development of Special Education in Ghana" (Selete Kofi Avoke and Mawutor Kudzo Avoke); "Special Education in Japan" (Shigeru Narita); "Special Needs Education in Zambia" (Darlington Kalabula); "Inclusion and Integration in Europe: A Human Rights Issue" (Christine O'Hanlon); and "Towards the Comparative Study of Special Education" (Lesley Barcham and Graham Upton). Papers contain references. (DB)

There is little doubt that the findings of research in science education can be depressing at times. The literature is replete with reports and research findings which highlight problems and shortcomings associated with the teaching and learning of science. In order to provide a refreshing alternative to the majority of research reports which malign science education and highlight its major problems and shortcomings, a series of case studies of exemplary practice in science teaching was initiated in three nations to provide a focus on the successful and positive facets of schooling. It was assumed that much could be learned from case studies of exemplary practice that would stimulate and guide improvements in science education, especially with such an international perspective. This symposium was designed to permit the first comparison and discussion of results in Australia, Israel, and the United States. Included are three papers entitled "Case Studies of Practices Used by Exemplary Science and Mathematics Teachers," (Barry Fraser and David Treagust, Australia); "Research on Exemplary Chemistry Teachers in Israel," (Avi Hofstein, Israel); and "The Practices of Teachers Who Develop Exemplary Science Programs," (Robert E. Yager and Ronald J. Bonnstetter, United States). (CW)

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 collection of papers explores language socialization from very early childhood through adulthood. After "Introduction: Toward a Dynamic Model of Language Socialization" (Robert Bayley and Sandra R. Schecter), there are 16 papers in 4 parts. Part 1, "Language Socialization at Home," includes: (1) "Transforming Perspectives on Bilingual Language Socialization" (Lucinda Pease-Alvarez); (2) "Weaving Languages Together: Family Language Policy and Gender Socialization in Bilingual Aymara Households" (Aurolyn Luykx); (3) "Collaborative Literacy in a Mexican Immigrant Household: The Role of Sibling Mediators in the Socialization of Pre-School Learners" (Maria de la Piedra and Harriett D. Romo); and (4) "Growing Up Trilingual in Montreal: Perceptions of College Students" (Patricia Lamarre and Josefina Rossell Paredes). Part 2, "Language Socialization at School," includes: (5) "Representational Practices and Multi-Modal Communication in U.S. High Schools: Implications for Adolescent Immigrants" (Linda Harklau); (6) "Engaging in an Authentic Science Project: Appropriating, Resisting, and Denying 'Scientific' Identities" (KimMarie Cole and Jane Zuengler); (7) "Interrupted by Silences: The Contemporary Education of Hong Kong-Born Chinese Canadians" (Gordon Pon, Tara Goldstein, and Sandra R. Schecter); (8) "Novices and Their Speech Roles in Chinese Heritage Language Classes" (Agnes Weiyun He); and (9) "Language Socialization and Dys-Socialization in a South Indian College" (Dwight Atkinson). Part 3, "Language Socialization in Bilingual and Multilingual Societies," includes: (10) "Language Socialization and Second Language Acquisition in a Multilingual Arctic Quebec Community" (Donna Patrick); (11) "Growing a 'Banyavirag' (Rock Crystal) on Barren Soil: Forming a Hungarian Identity in Eastern Slovakia through Joint (Inter)action" (Juliet Langman); (12) "Multiliteracies in Springvale: Negotiating Language, Culture and Identity in Suburban Melbourne" (Heather Lotherington); and (13) "Terms of Desire: Are There Lesbians in Egypt?" (Didi Khayatt). Part 4, "Language Socialization in the Workplace," includes: (14) "Language Dynamics in the Bi- and Multilingual Workplace" (Christopher McAll); (15) "Back to School: Learning Practices in a Job Retraining Community" (Jill Sinclair Bell); and (16) "Bilingualism and Standardization in a Canadian Call Center: Challenges for a Linguistic Minority Community" (Sylvie Roy). (Contains approximately 475 references.) (SM)

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 collection of papers brings together scholarship on language, education, and society from all parts of the world, situating issues of minorities and bilingual education in broader perspectives of human rights, power, and the ecology of language. Part 1, "Language: Its Diversity, its Study, and Our Understandings of It," includes papers on such topics as linguistic and biological diversity, the politics of apolitical linguistics, linguistic pluralism, and culture, sharing, and language. Part 2, "Rights: Language Rights, Their Articulation and Implementation," includes such topics as language maintenance, human rights, unity in difference, use of language rights by minorities, and steps toward an ecology of language. Part 3, "Equity: Justice for Speakers of All Languages," includes such topics as writing for diversity, language and power in academic institutions, science and policy, and exclusion as discursive practice and the politics of identity. Part 4, "Power: Policies for Multilingualism," includes such topics as language resilience and educational empowerment, mother tongue education, and creating a bilingual family in a monolingual country. Part 5, "Education: Affirming Diversity, Confirming Rights" includes such topics as the linguistic human rights of sign language users, creating a successful minority school, and dual language modes and intergenerational inspirations. (SM)

This collection of papers examines what it means to teach culture as an integrated part of language from both the language learner's and the language teacher's perspectives. The 11 papers include the following: "Teaching Cultures as an Integrated Part of Language: Implications for the Aims, Approaches and Pedagogies of Language Teaching" (Chantal Crozet and Anthony J. Liddicoat); "Globalisation and the Impact of Teaching Languages in Australia" (Anne Pauwels); "Primary Socialization and Cultural Factors in Second Language Learning: Wending Our Way through Semi-Charted Territory" (Francis Mangubhai); "Everyday Speech as Culture: Implications for Language Teaching" (Anthony J. Liddicoat); "Teaching Conversation and Sociocultural Norms with Conversation Analysis" (Anne-Marie Barraja-Rohan); "Contrastive Rhetoric and the Teaching of Writing: Seven Principles" (Andy Kirkpatrick); "Teaching Literature across Cultures and across Artforms" (Louise Maurer, Piera Carroli, and Roger Hillman); "Cultural Transmission in Literacy Acquisition: A Case Study in Chinese" (Judy W.Y. Ho); "Is There a Class in This Room?" (Peter Cowley and Barbara E. Hanna); "Teaching Culture and Language for Specific Purposes: An Approach to the Development of Appropriate Teaching Material" (Gabriele Schmidt); and "Developing Pathways for Conceptualizing the Integration of Culture-and-Language" (Leo Papademetre). (Papers contain references.) (SM)

This book consists of 19 selected papers that focus on the broad topic of education in the South Pacific. All the papers were originally presented at the Fifteenth Annual Conference of the Australian College of Education, which was held in May 1974. Titles of the papers include "Educating for Self Reliance (the Buntine Oration for 1974),""The Need for a Cultural Programme: Personal Reflections,""Education for What?""Cognitive Development and the Papua New Guinean Education System: Some Findings,""Monitoring Educational Development in a Foreign Culture--Spotlight the Problem Areas,""South Pacific Educational Resolve,""Curriculum Development in Primary Education: The Papua New Guinea Situation,""Devils or Angels? Pupil Misdemeanors in Papua New Guinea Primary Schools,""A Study on Mathematics in Papua New Guinea,""Secondary Social Science in Papua New Guinea--Dvelopmental Success, Implementation Failure?""The Place of Agriculture in the School Curriculum,""Power over the Environment--An Attitude to the World,""A Relevant Technical Education,""Difficulties in Improving the Quality of Teachers in Papua New Guinea,""The 1971 Report on Higher Education in Papua New Guinea--A Look Backwards and Forwards,""Theological Education in Papua New Guinea,""Selecting and Training Papua New Guinea Educational Administrators,""W.G. Groves: His Work and Influence on Native Education Especially in Papua and New Guinea," and "Nicholai N. Mikluho-Maklai (1846-1888), Pioneer Educator in New Guinea and Melanesia." (JG)

This book, in French and English, addresses how the school library of the future will be designed and what role it will play as a school facility within the educational system and in society as a whole. The following papers are included: (1) "Issues" (John Mayfield); (2) "Designing Schools for the Information Society: Libraries and Resource Centres"; (3) "Information and Communications Technologies (ICT) and the Quality of Learning: An International OECD/CERI Study" (Edwyn O. James); (4) "Documentation and Information Centres (CDI) and New Technologies in France" (Guy Pouzard); (5) "Regional Policy for the Development of Information and Communications Technologies in Upper Secondary Education in Ile-de-France" (Jacques Foucher); (6) "The School Library--An Endangered Species or the Heart of the Community?" (Tim Sandercock); (7) "The Learning, Information and Communication Centre in Austrian Secondary Schools" (Manfred Hinum and Johanna Hladej); (8) "The Alford Information and Technology Centre at Aberdeenshire in Scotland" (Clive Marsden); (9) "The Multimedia Centre in the Institut Notre-Dame des Champs, Brussels" (Jean-Marie Moonen); (10) "Resource Centres in the Tuscany Region" (Paolo Benesperi); and (11) "Five Examples of School Resource Centres in Portugal: The School 2001 Project in Pendao, Portugal" (Isabel Mendinhos). (Contains 401 references.) (MES)

This book consists of 18 selected papers that focus on the broad topic of the educational process. All the papers were originally presented at the Fourteenth Annual Conference of the Australian College of Education, which was held in May 1973. Titles of the papers include "The Educational Process: The Raw Material,""Towards a Sociology of Learning,""Learning and Teaching in the High School and the University,""What Education Means to Me: An Aborigine's Perspective,""The Educational Process from a Layman's Point of View,""A New Approach to Education: The Open Classroom Concept,""Science in the Primary School in Australia,""Adolescent Values and the Secondary School,""Roles of Teachers in Inquiry Classes,""Teaching Modern Languages in Secondary School,"" The Outcomes of Secondary Education,""'Foreign Accent' or Mastery of Speech Rhythm?""Priorities for the Improvement of Teaching and Learning at the Tertiary Level,""Architectural Design and the Tertiary Educational Process,""Classroom Television in the Educational Process,""Reading with Words in Colour,""Graphical Communication," and "Worries of the New Student." (JG)

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 book consists of 14 selected papers that focus on the broad topic of educational planning. All the papers were originally presented at the Twelfth Annual Conference of the Australian College of Education, which was held in May 1971. Titles of the papers include "People, Policies and Planning,""Planning for Effective Education: A Matter of Faith or Despair?""Education for Administration,""Helping the Teacher through System Administration,""The School and Its Locality When Planning for Effective Education,""Creating Classroom Climate by Influencing Norms: An Approach to Educational Planning,""Planning Education and Training for Industry's Needs,""Technology, Tradition and Tabu: The Planning of Tertiary Technical Education in New Guinea,""Computers in Australian Education: A Complete System,""Unit Progress: An Attempt to Cater for Individual Differences,""The Generation Gap in Administrative Structures,""Education for Administration Is Not Enough,""Planning for Effective Education: Final Review," and "The Use of Mathematical Models as an Aid to Effective Planning in Education." (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 document summarizes and reviews mathematics education research reported in Australasia, or conducted by Australasians and reported elsewhere, during 1992-1995. Part I, "Contexts for Mathematics Education," contains four papers: "Social and Cultural Contexts in Mathematics Education" (R. Zevenbergen, B. Atweh, C. Kanes, & T. Cooper), "Research into Ethnomathematics in Australasia" (R. Peard), "Gender and Mathematics" (M. Barnes & M. Horne), and "Politics of Mathematics Education: Australasian Perspectives" (K. Clements & J. Thomas). Part II "Issues in Learning and Instruction," contains five papers: "Constructivist Research in Teaching and Learning Mathematics" (J. Malone & D. Ireland), "Mathematical Cognition and Instruction" (M. Chinnappan & L. English), "Advanced Mathematical Thinking" (P. White & J. Pegg), "Research in Mathematical Problem Solving" (S. Nisbet, I. Putt, & M. Taplin), and "Researching Language Factors in Mathematics Education: The Australasian Contribution" (N. Ellerton & K. Clements). Two papers are contained in Part III, "Teachers and Learners": "Research into the Professional Development of Mathematics Teachers" (C. Kanes & S. Nisbet), and "Understanding the Adult Learning of Mathematics" (G. FitzSimons). Part IV, "Specific Curriculum Areas," contains four papers: "Research in Early Arithmetical Learning and Teaching" (B. Wright, J. Mulligan, R. Stewart, & J. Bobis); "Space, Geometry, Measurement, and Visualisation" (K. Owens, M. Mitchelmore, L. Outhred, & J. Pegg); "Research into the Learning and Teaching of Stochastics" (J. Truran & K. Truran); and "Research into the Teaching and Learning of Algebra" (M. MacGregor & C. Quinlan. Includes a list of contributors and sponsors. (MKR)

The four papers presented here address teacher development from an international viewpoint. In "Professional Development and Standards" (Linda Darling-Hammond) it is suggested that U.S. educators engage in new kinds of collaborations with universities, and it proposes a shift from information transmittal to "co-construction" of knowledge state From telling to facilitating. Next, "Reflections Derived From an Ethnographic Study of Japanese Elementary Schools" (Nancy Sato) warns that collaboration can be a double-edged sword, and notes that the separation of teacher and student roles and relationships is blurred in Japan, as is the separation between a teacher's personal and professional life. A similar context exists in China as we see from "Visions of Collegiality: Images from Teachers in China" (Lynn Paine). There teachers are part of an organization where working together is the fabric of their entire careers. The theme of "An Australian's Focus on Teaching and Learning Through Professional Development" (Diane Snowball), is the importance of continued teacher training for new teachers, noting that in Australia the purpose of assessment is to inform teaching. A brief section on the American Association for Higher Education and its Education Trust is appended. (CH)

The Australian Reading Association felt that language in mathematics was a topic worthy of inclusion in their First International Conference and 19th National Conference. As a result, this book was formed from contributions of mathematics educators in Australia and New Zealand. The book is broken into five major sections: (1) Communicating mathematical meaning, (2) Fostering good classroom practice in mathematical communication, (3) Students writing in mathematics, (4) Assessing mathematical communications, (5) Influence of culture and linguistic background. Themes included in communicating mathematical meaning are language in small group work, communicating the definition of mathematics, and the relationships among cognition, visual imagery, and language. Included in the second section are papers on applying language-learning principles to the mathematics classroom, employing story-telling and children's literature in mathematics, and introducing students to probability through everyday language. The third section discusses several possibilities for including writing in mathematical activities. Since curriculum changes necessitate changes in assessment, the fourth section discusses the language of assessment, how to assess oral and written mathematical communication, and a discussion on the Queensland Student Performance Standards approach to assessing and reporting progress. The last section addresses bilingualism and culture in mathematics with a focus on Maori and aboriginal students. Each of the 22 papers included in the text contains a reference list. (PDD)

The basic purpose of the Educative Leadership Project (ELP), first launched in Australia in 1986, was to define excellence in educational leadership, with a focus on the questions of how to decide what is important and how to know what is morally right. An introductory chapter by the editors describes the ELP project in detail, including its design principles, its various phases, problems encountered, and conclusions drawn from those problems. Chapters 2-6 are theoretical position papers that were the primary outcomes of 5 ELP workshops conducted in the third phase of the project. Chapter 2 (C. W. Evers) presents an appropriate moral framework for evaluating educational leadership, which asserts that leaders should be open to moral appraisal to the extent that they have decision-making control. Chapter 3 (J. C. Walker) develops a system of knowledge, an epistemology of educative leadership, that both justifies a particular path to trustworthy knowledge and applies the approach to curriculum development. The fourth chapter, by J. Northfield, uses this approach to provide a constructivist theory that links educative leadership to the quality of teaching. Chapter 5 (D. Pettit; J. Hind) articulates a responsible role for educational leaders in the rationalization of educational services at the system level. The sixth chapter by F. Rizvi, illustrates the interconnectedness of societal and educational policy and reflects this holism in a practical theory presented in chapter 7 (Duignan, Macpherson). An introduction by the editors accompanies all but the first and last chapters, and references follow 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 collection of papers focuses on community building within teacher education programs in Canada, Israel, Australia, and the United States, suggesting that teacher educators must go beyond localized experiences and reach out to each other in a global discussion. There are 12 chapters in 4 parts. Part 1, "Opening the Conversation," includes (1) "Community and Community Building in Teacher Education" (Helen Christiansen and S. Ramadevi); (2) "Finding New Words for Old Songs: Creating Relationships and Community in Teacher Education" (Mary Beattie); and (3) "Enhancing First-Time Teaching at the Postsecondary Level: A Story of Collaborative Mentorship" (Katie Flockhart and Vera E. Woloshyn). Part 2, "Focus on Paradigms," includes (4) "The Posttraditional Community: A New Concept for a New Era" (Lorraine M. Ling, Eva Burman, and Maxine Cooper); (5) "From 'Common Grounds' to the 'Rough Ground' of Teacher Education: Experiencing Teacher Education as a Collaborative Practice" (Hans Smits and David Friesen); (6) "Situating Ourselves within Narrative: Reeducating the Educator" (Florence Samson, Bev Brewer, Angela Chan, Maureen Dunne, and Vicki Fenton); and (7) "The Postmodern Challenge: Using Arts-Based Inquiry To Build a Community of Teacher Collaborators and Selves" (Carol A. Mullen and C. T. Patrick Diamond). Part 3, "Focus on Programs," includes (8) "Creating Community in Online (Electronic) Environments" (Ann I. Nevin, Antonette W. Hood, and Mary E. McNeil); (9) "Building Communities in Teacher Education: The M. Teach Experience" (Robyn Ann Ewing and David Langley Smith); (10) "Project Partnerships: An Account of Partnership-Based Teacher Education at Victoria University" (Brenda Cherednichenko, Jan Gay, Neil Hooley, Tony Kruger, Rose Mulraney, and Maureen Ryan); and (11) "Creating a Community of Teacher Educators" (Miriam Ben-Peretz and Moshe Silberstein). Part 4, "Closing the Conversation," includes (12) "Gathering the Threads" (Helen Christiansen and S. Ramadevi). (Contains 273 references.) (SM)

Twenty-one research articles originally published in the "Australasian Journal of Gifted Education" over the past decade are collected in this book and address aspects of gifted education including pedagogy and curriculum, policy and practice, social and emotional needs, school and family, neuropsychology and cognition, and special populations. Titles and authors are: "Teaching Primary School Students Talented in Mathematics" (Neil Hall); "A Qualitative Assessment of Gifted and Talented Students Undertaking Research Science Projects" (Aleah Poncini and Laurence Poncini); "Students' and Teachers' Perceptions of Selective Schooling" (Peter O'Brien and Wilma Vialle); "Factors Influencing High Achieving Students in the Secondary School" (Peter Street); "The Reality of Opportunities for Gifted and Talented Students" (Jill Forster); "Ensuring Identification of Disadvantaged and Culturally Diverse Gifted Students in Queensland" (Kay Gibson); "Threats to Gifted and Talented Students' Self-Concepts in the Big Pond: Research Results and Education Implications" (Rhonda Craven and Herbert Marsh); "How Ability Grouping Turns Big Fish into Little Fish--or Does It? Of Optical Illusions and Optimal Environments" (Miraca Gross); "Metacognition and Motivation Orientations of Intellectually Gifted Students" (Lorna Chan); "A Developmental Perspective on the Motivation of Gifted and Talented Students" (Mary Ainley); "The Attitudes of Catholic Primary School Teachers towards Educational Provisions for Gifted and Talented Students" (Susan Smith and Lorna Chan); "How Do Preservice Teachers View Gifted Students? Evidence from a NSW Study" (Neil Carrington and Stan Bailey); "Impacting on Teacher Attitudes toward Gifted Students" (Market Plunkett); "Parents' and Teachers' Perception of Gifted Provision" (Margaret Taplin and Marion White); "Student Views of Differentiated Education for Ability Differences" (Patricia Long); "Neuroscientific Research Findings and Their Potential Application to Gifted Education Practice" (Michael O'Boyle); "Thinking as Evolution in the Brain: Implications for Giftedness" (John Geake); "A Proposed Model Describing the Realisation of Gifted Potential" (Louise Porter); "Aboriginal Students Succeeding in the Senior High School Years: A Strengthening and Changing Aboriginality Challenges the Negative Stereotype" (Alan Day); "Constructing a Curriculum Plan for Gifted Students in Small Rural Schools" (Janet Varley and Wilma Vialle); "Sugar, Spice and Puppy Dog Tails: Gendered Perceptions of Talent and High Achievement" (Julie Landvogt and others); "Dual Exceptionality: Gifted Children with Special Needs" (Deslea Kona and Margaret Mornoney). (Individual papers contain references.) (DB)

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)

Fifteen selected papers are presented from the Australian College of Education's twenty-first annual conference, held in May, 1980, which focused on politics in education. The first four papers discuss educational equity, covering the problems of educational policy, equality, disadvantaged rural children, and women. The next two articles consider education's financial accountability, particularly in the context of Australian state-federal relations, while two further papers bring in the associated topic of social accountability and the alleged success or failure of Australian education. Six articles then examine educational decision-making in Australia, New Zealand, and the United States, including the issues of local-versus-federal control of schools and parental participation in school decisions. The concluding paper summarizes the conference's main themes and points out future needs in relating theory to experience. (Author/RW)

Ten papers address issues in preparing disabled students for life after school. The Education Standing Committee of the New South Wales Advisory Council on the Handicapped collected the papers as a way of contributing to the International Year of Disabled Persons. "The Parent's Role in the Life of a Child with a Disability" (N. Rigby) considers help which parents require and which they can offer. "The Disabled Person and the Community" (C. Blakers) examines community attitudes and influences on those attitudes. The New South Wales Anti-Discrimination Board presents "The Role of Government in the Life of the Disabled Child," a discussion of governmental provisions on the commonwealth, state, and local level. A. Scott ("Technology, Employment, and the Disabled") describes technological devices to aid vision, hearing, speech, and mobility problems. In "The Place of Diagnosis, Early Intervention and the Definition of Handicap," P. Berry addresses such issues as the effectiveness of early intervention and confusion in incidence and prevalence rates. "Special Education and Preparation for Employment" (J. Reid) considers primary and secondary school programs as well as work experience programs. Similarly, M. Hauritz, et al., "The Role of Vocational Training in Preparing Disabled Youth for Independent Living," focus on the relationship of the educational system to employment options for disabled adolescents. In "Tertiary Education for Disabled Students," R. Rees reviews findings from a survey of difficulties faced by disabled college students in Australia. V. Weidenbach asserts that "The Role of the Arts in the Preparation of Handicapped Young People for Adult Society" includes aesthetic, sensory, and leisure skill development. The final paper, "Sport and Recreation for the Disabled" by W. D. Walsh and J. G. Anson, describes policies of state governments in Australia toward sport and recreation for disabled persons. (CL)

This set of papers deals with the integration and maintenance of disabled children in regular Australian classrooms and the mounting pressure on teachers to provide effective instruction for an increasingly broad range of ability groups. Part I is concerned with theoretical issues and research on the integration of children with special learning needs. It begins with a discussion of the classification and labeling of children and an historical overview of Australian integration. Following chapters address: theoretical and practical aspects of early intervention, problems associated with finding suitable placement for children experiencing early learning difficulties, and the impact of teachers influence on the placement and education of high-risk children in regular classrooms. Part II addresses curriculum and management issues, with papers that demonstrate the value of a structured teaching program by incorporating precise definition of teaching objectives and a mastery-learning procedure. The papers review research in the area of reading; describe methods for teaching spelling, handwriting, and basic mathematics; outline computer applications; provide guidelines for managing inappropriate behavior; document correspondence between a first-year resource teacher and her former lecturer on selection of a reading model for a primary school; and discuss preparation of older children for the post-school period. (JDD)

Thirteen papers and a speech address the theme of who makes education policy in Australia. Kwong Lee Dow's address assesses national planning in uncertain times and urges flexibility. John Steinle outlines the operation of Australian policy-making and recommends developing think tanks. Edward Holdaway analyzes the complex relationship between research and policy, concluding that research has a long term indirect impact. Alan Lindsay argues that broad social, political, and economic factors determine policy in higher education, and A. James Gaite and William Young consider the lack of influence of professional educators. Gareth Williams analyzes British educational policy. Four papers consider broader participation in making policy: Lady Anna Cowen discusses improving parent involvement, K. J. Austin Asche treats the role of the community, Brian Caldwell recommends a framework for effective school councils, and Margaret Bearlin probes the low participation of women in policy-making. The concluding reports discuss specific programs: Shirley Randell analyzes the policy-making process of the Schools Commission's Disadvantaged County Areas Program. Alan Randell reviews the application of Paulo Freire's theories to an Aboriginal education project. Kevin Smith chronicles the influences behind shelving the Wyndham Report, a major policy initiative, and Anna Alderson offers a case history of policy-making and implementation. (MJL)

Improving the efficiency of schools is a growing concern of educational planners and managers in Asian countries in recent years. The seminar on Improving School Efficiency was convened in December 1998 to address this concern. Seminar topics in this book cover challenges to educational reform, including the introduction of school-based management, which, in turn, engenders changes in the role of central authorities; evaluation of teachers and especially of schools as individual units; and school equity. After the summary, five seminar papers include: "School Autonomy through School-Based Management: The Case of Sri Lanka" (Wilfred J. Perera); "School Autonomy and Efficiency: Some Critical Issues and Lessons" (R. Govinda); "Supervision and Support Services in Five Asian Countries: A Comparative Analysis" (A. De Grauwe); "School Efficiency and Student and School Evaluation in Victoria" (B. Griffiths); and "Evaluation of Primary and Secondary Schools in Korea" (HyunSook Yu). Five annexes contain details about the Improving School Efficiency seminar: opening speech by Professor Wiswa Warnapala, opening statement by G. Carron, seminar program, list of participants, and a list of abbreviations. (Contains 48 references.) (RT)

This collection of four articles on issues in social education in Australia begins with "Global and Nationalistic Education in International Perspective" (J. L. Nelson). The article discusses the nationalistic viewpoint of citizenship education, its place in the social sciences, the role of history instruction, and the divergent view of global education taught through world history, comparative studies, international relations, and foreign policy studies. The second article, "National Initiatives in Social Education in Australia" (K. J. Kennedy) presents some current education initiatives of the Curriculum Development Centre (Australia) and the future of social education in the Australian curriculum. The 1984 Beazley recommendations for social education curriculum planners is the focus of "Implications of the Beazley Report for Social Education in Western Australia" (B. Wells), and the article reports that the recommendations indirectly upgrade social education programs in schools. The fourth article, "Critical Issues in Moral Values Education" (R. A. Wilkins) discusses the problem of teaching moral values and selecting which values to include, L. Kohlberg's cognitive developmental approach, and seven guidelines for curriculum development. (DJC)

The Australian term "fair dinkum" (meaning genuine, true, or real) in the title emphasizes the book's intention of providing thoughts and reflections on how to enhance the art and science of English teaching. Focusing on literacy, the book deals with action research or teaching theories that may suggest other strategies and further field work in teaching English. As part of a collection of the author's articles and papers, each of the 14 chapters concludes with an invited teacher's description of a practice relating to what has been discussed. Among the topics covered in the chapters are language development, characteristics of good readers, writing processes, the connection between reading and writing, principles for producing effective writing programs, a parent's guide to literacy, strategies for producing literate graduates of the schools, research in the schools, a model of the composing process in writing, a universal program for literacy, the use of computers, the Language and Learning Project, and the National Language Development Project. (EL)

The essays in this volume seek to elucidate the policies and processes whereby groups of students in 15 (mainly industrialized) countries are designated as special, and differential treatment is legitimated, organized, and financed. Essays and authors are as follows: "An Overview of Experience in Fifteen Countries" (W. Donovan, A. Fordham, and G. Hancock); "Recognizing Students in Need of Extra Resources: The Swedish Experience" (Esse Lovgren); "Screening Categories Relevant to Special Education" (Pierre Dague); "Rationales for Providing Additional Resources" (Erik Jorgen Hansen); "Unequal Resource Distribution" (Jean Blackburn); "Educational Autonomy for Special Populations: Canadian Experience" (Edward N. McKeown); "A Researcher's Assessment of the Autonomy Problem" (Kjell Eide); "Service Delivery: An Analysis of Systems of Administration" (Jane Hannaway); "The Delivery of Special Education Services for Minorities" (K. McDonagh); "Costing for Special Populations" (Maurice Peston); "How the Cost of the Provision May Be Determined" (R. A. Rossmiller); "Problems and Policy Instruments in the Provision of Special Education" (Stacy Churchill); "Language and Literacy: Programmes for Linguistic Minorities in Five Countries (Ray C. Rist); "Indigenous Cultural Minorities--Concepts Pertaining to Their Education" (Frank Darnell); "Reactions to These Concepts from Aboriginal Australia" (Colin J. Bourke); "The Situation of the Sami People in Norway" (Anton Hoem); "An American Indian View of Education for Indigenous Minorities" (William G. Demmert); "A Response for the Maori Population of New Zealand" (Allan F. Smith). (RDN)

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)