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This book provides an overview of research on infants and young children who have experienced non-maternal or non-parental care during their preschool years. It focuses on studies conducted in Australia, but also considers the vast body of research conducted elsewhere, especially in the United States. Chapter 1 provides an overview of the issues involved in research into the effects of non-maternal care and gives a context for the discussion that follows. Chapter 2 contains a brief overview of early research, which was largely concerned with whether non-maternal care affected the security of the mother-child attachment. Chapter 3 discusses the question of whether non-maternal (and sometimes non-parental) child care is harmful to infants. Chapter 4 examines research employing a broader approach which takes into account the effects of family environment when studying the effects of non-maternal care. Chapter 5 contains a description of Head Start and other early intervention programs designed to improve the educational opportunities and well-being of children from disadvantaged backgrounds. Chapter 6 explores the conclusion that child care is not a substitute for home care, but rather provides children with experiences in a different setting. Contains approximately 240 references. (MDM)

This document contains three papers on workplace learning issues and human resource development. "The Impact of Self-Management on Training Participation" (Jasper B. van Loo, Andries de Guip, Jo G.L. Thijssen) combines HRD and economic theory to in an attempt to explain the relationship between self-management and training participation. An economic model is used to formulate five research hypotheses that are then investigated by using survey data from workers in a large insurance company. "Corporate Training as an Organization Subsystem" (Monica M. Tuttle) compares organization subsystems of finance and corporate training and argues that, with both seeking to optimize different qualities within the larger system, one variable is likely to be suboptimized. The ramifications of this situation, including the issue of increased accountability in measurement as an area for further research, are discussed. "The Relationship between Workplace Training and Organizational Commitment in Australian Organizational Settings: A Preliminary Analysis" (Adela J. McMurray, Rae Dorai) reports on a survey of staff at various levels in the hotel industry, automotive manufacturing, and nonprofit organizations that established a relationship between workplace training and organizational commitment. The implications of this relationship for implementation of Australia's National Training Reform Agenda were discussed. All three papers include substantial bibliographies. (MN)

This research forum addresses the question: what is the nature of the mathematical knowledge that is needed for secondary teaching? Six international contributors: (1) Australia (Kaye Stacey); (2) Brazil (Marcelo Borba); (3) Israel (Ruhama Even); (4) Norway (Bodil Kleve and Barbara Jaworski); (5) Taiwan (Fou-Lai Lin); and (6) USA (Helen Doerr) respond by making two claims (one related to an area where progress in research has been made and the other related to dilemmas facing researchers): (1) preparing teachers; (2) teaching practice; (3) research designs and methodologies. This structure provides a way of focusing the discussion among forum participants and a means to develop international points of view on the nature of the mathematical knowledge that is needed for secondary teaching. Contained in this document are the following titles: (1) Preparing Teachers--Progress and Dilemmas; (2) Practicing Teachers--Progress and Dilemmas; and (3) Research Design--Progress and Dilemmas. [For complete proceedings, see ED489178.]

This collection of 20 papers is aimed at researchers, research students, and research supervisors interested in qualitative research into facilitated adult learning in the workplace, formal education programs, professional development, and community settings. "Introduction" (Willis) provides a summary of the papers. "Qualitative Inquiry: Meaning and Menace for Educational Researchers" (Garman) introduces two kinds of knowledge and identifies three communities of discourse inside approaches to qualitative research. The papers that follow are grouped in four loose clusters. Five papers in the first group have a commonality around social elements in adult learning, education, and research: "On Becoming a Meditator: Reflections on Adult Learning and Social Context" (McIntyre); "Bread and Sex: Learning in Brazilian Women's Organizations" (Foley); "Learning Centers and Community Houses: Twelve More Years" (Neville); "Ethics of Ethics Committees" (Crotty); and "Contribution of Dr. Rudolf Steiner to Adult Education: Australian Perspective" (Stehlik). These three papers in the second group are concerned with elements of interpretation in various forms of qualitative research: "Multi-Storied Approach to the Analysis and Interpretation of Interview Transcript Data" (Grant); "Archetypal Investigation of the Experience of Infertility in Women: Observations Drawn from a Ph.D. in Progress" (Fiske); and "Enquiry into Writing in the Process of Transformation" (Coates). These five papers in the third group deal with the theory and practice of phenomenology: "Difficulties of Using Phenomenology: Novice Researcher's Experience" (Ehrich); "Representation and Interpretation in Phenomenological Research" (Willis); "Capturing the Experience of the Clinical Nurse Specialist through Phenomenology" (Borbasi); "Hidden Spaces of Adult Literacy Education: Phenomenological Study of Personal Transformation" (Campbell); and Doing Phenomenology" (Crotty). These six papers in the last section focus on elements of qualitative research practice: "Visible Politics: Postgraduate Study and Adult Education Research" (Shore); "John Thomas, the Meno, and Research" (Claydon); "At Sea Beginning to Do Qualitative Research from and for Whom does Knowing and the Known Emanate?" (Arnold); "Reflections on the Role of an Evaluator" (Harris); "Course Design as Action Research" (Mulligan); and"Autobiography, Experiential Learning, and Discourse in Context: A Thesis in Evolution" (Waterhouse). An index is appended. (YLB)

This book contains 22 papers that are designed to situate research and practice in adults learning mathematics within the wider field of lifelong learning and lifelong education. The following papers are included: "Introduction" (Diana Coben, Gail E. FitzSimons, John O'Donoghue); "Review of Research on Adults Learning Mathematics" (Diana Coben); "Section I: Perspectives on Research on Adults Learning Mathematics" (Gail E. FitzSimmons, Gail L. Godden); "Mathematics or Common Sense? Researching 'Invisible' Mathematics through Adults' Mathematics Life Histories" (Diana Coben); "Researching Adults' Knowledge through Piagetian Clinical Exploration--The Case of Domestic Work" (Juan Carlos Llorente); "Understanding Their Thinking: The Tension Between the Cognitive and the Affective" (Janet Duffin, Adrian Simpson); "Section II: Adults, Mathematics, Culture, and Society" (John O'Donoghue); "Mathematics: Certainty in an Uncertain World?" (Roseanne Benn); "Ethnomathematics and Political Struggles" (Gelsa Knijnik); "Statistical Literacy: Conceptual and Instructional Issues" (Iddo Gal); "The Roles of Feelings and Logic and Their Interaction in the Solution of Everyday Problems" (Dhamma Colwell); "Section III: Adults, Mathematics and Work" (Gail E. FitzSimons); "Women, Mathematics and Work" (Mary Harris); "Technology, Competences, and Mathematics" (Tine Wedege); "Mathematics and the Vocational Education and Training System" (Gail E. FitzSimons); "Section IV: Perspectives in Teaching Adults Mathematics" (John O'Donoghue); "Algebra for Adult Students: The Student Voices" (Katherine Safford); "Exploration and Modelling in a University Mathematics Course: Perceptions of Adult Students" (Barbara J. Miller-Reilly); "Assessing Numeracy" (John O'Donoghue); "Adult Mathematics and Everyday Life: Building Bridges and Facilitating Learning 'Transfer'" (Jeff Evans); "Teaching 'Not Less Than Maths, but More': An Overview of Recent Developments in Adult Numeracy Teacher Development in England--With a Sidelong Glance at Australia" (Diana Coben, Noyona Chanda); and "Postscript: Some Thoughts on Paulo Freire's Legacy for Adults Learning Mathematics" (Diana Coben). Most papers include substantial bibliographies. (MN)

This document contains 17 case studies and other papers on the impact of research and development on decision making in Australia's vocational education and training (VET), technical and further education (TAFE), and adult and community education (ACE) sectors. The following papers are included: "Introduction" (Chris Selby Smith); "When the Backwash Dwarfs the Wave: A Case Study of the Relationships between Research, Policy and Practice Concerning Two-Way Inter-Sectoral Movement in Australia" (Barry Golding); "A Research and Development Strategy for VET in Australia" (Geof Hawke, Rod McDonald); "ACE Works" (Geof Hawke, John McIntyre); "Impact of National Reviews of Educational Research Policy" (Barry McGaw); "The Development of Traineeships and the Impact of Research" (Chris Robinson); "A Research Contribution to User Choice Policymaking" (Chris Selby Smith, Joy Selby Smith); "The Impact of Research on the Vision" (Susannah Tidemann); "The Impact of Research on the Aboriginal Rural Training Program" (Geoff Creek); "Review of the TAFE NSW (New South Wales) Resource Allocation Model and the Impact on the Sydney Institute of Technology" (Brian Jones); "Decision Making and 'Capacity Building' in Victorian Adult and Community Education Providers: The 'Forging Pathways' Learning Package" (Peter Rushbrook, Allie Clemans); "Enterprise-Based Research in Seventeen VET Providers" (Terri Seddon, Allie Clemans); "Developing a Culture of Research in a VET Provider" (Robin Sefton, Peter Waterhouse); "The Cross-Sectoral Experience: An Analysis of Credit Transfer in Victoria's Dual Sector Institutions" (Richard Trembath); "Lost in Action?: The Case of 'Are You Being Served?'" (Damon Anderson); "Doing Research: Talking Policy. The Case of Equity and VET" (Elaine Butler, Fran Ferrier); "Participant Pathways and Outcomes in Vocational Education and Training: 1992-95" (Peter Dwyer); "Literacy Levels in Australia: An Example of Zero-Impact Research" (John Foyster); "Concluding Comments" (Chris Selby Smith); "Background Paper Circulated to the Authors of Case Studies"; and "Suggested Headings for Consideration by Case Study Authors." Most papers include substantial bibliographies. (MN)

Recognizing the importance of leadership in determining the quality of early care and education programs, the International Leadership Project (ILP) was initiated in 1996 to develop an understanding of cross-cultural perspectives on leadership, to develop a conceptual framework of leadership, and to develop cross-cultural methodologies for examining leadership. This volume is based on papers presented at a 1997 meeting in Finland of the project's international research group and focuses on theoretical and methodological perspectives in researching leadership. Following an introduction and background to ILP (Eeva Hujala and Anna-Maija Puroilla), the chapters are: (1) "Problems and Challenges in Cross-Cultural Research" (Eeva Hujala); (2) "Cross-Cultural Methodologies in Early Childhood Education" (Manjula Waniganayake); (3) "Theoretical Perspectives on Educational Leadership" (Veijo Nivala); (4) "Contextual and Situational Perspectives on Leadership in Early Education Centres" (Kirsti Karila); (5) "Action Research in Early Childhood Settings throughout the World" (Jillian Rodd); (6) "Two Conceptions of Action Research: A Continuation of Traditional Social Research and a New, Critical Social Science" (Jouni Peltonen and Terhi Halonen); (7) "Leadership in Early Childhood in Australia: A National Review" (Manjula Waniganayake); (8) "An International Study of Leadership in Early Childhood: The Australian Perspective" (Manjula Waniganayake, Terry Nienhuys, Anthoula Kapsalakis, and Romana Morda); (9) "Leadership in Early Childhood in England: A National Review" (Jillian Rodd); (10) "Towards Understanding Leadership in the Context of Finnish Early Childhood" (Eeva Hujala, Kirsti Karila, Veijo Nivala, Anna-Maija Puroila); (11) "Peculiarities of Early Education Leadership in Russia (the Republic of Karelia)" (Olga Melnik and Olga Sizova); and (12) "Surveying Leadership in United States Early Care and Education: A Knowledge Base and Typology of Activity" (Catherine Rosemary, Kathleen Roskos, Christina Owendoff, and Colleen Olson). Each chapter contains references. (KB)

This book examines how social and economic changes in the past 20 years have affected the lives of Western youth and changed their attitudes toward and experiences of work, education, relationships, and health. Part 1 reviews 10 years of research, policy, and practice related to individuals aged 15-30 in the United Kingdom, Australia, the United States, and Canada. Part 2 questions the validity of approaches to educational research and policy that measure youth life patterns with reference to past norms. The need to develop new research and policy frameworks that are more in tune with the changed conditions of life for Western youth is emphasized, as is the need to draw together international and local research findings. The following are among the specific topics discussed: (1) the difficulties of balancing options and establishing oneself in adult life; (2) the problems of youth outside the mainstream; (3) the shortcomings of policies formulated with reference to the supposed "mainstream"; (4) coping with change; (5) student hopes and outcomes; (6) the gender factor; (7) the problems of at-risk youth and policy solutions; and (8) changing life patterns and careers and the need to rethink careers. (Thirty-six tables/figures are included. The bibliography contains 250 references.) (MN)