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

This book presents examples of how libraries are using XML (eXtensible Markup Language) to solve problems, expand services, and improve systems. Part I contains papers on using XML in library catalog records: "Updating MARC Records with XMLMARC" (Kevin S. Clarke, Stanford University) and "Searching and Retrieving XML Records via the Web" (Theo van Veen, Koninklijke Bibliotheek, the Netherlands); Part II contains one paper on using XML for interlibrary loan: "Improving Interlibrary Loan with XML" (Kyle Banerjee, Oregon State Library); Part III covers using XML for cataloging and indexing, including the following papers: "Harnessing Oracle and XT for Finding Aid Dissemination and Search" (Leslie Myrick, New York University); "Creating a Unified E-Government Portal Using XML" (Lloyd Sokvitne and Jan Lavelle, State Library of Tasmania); and "Expediting the Work of the Indexer with XML" (Walter Lewis, Gail Richardson, and Geoff Cannon, Halton Hills Public Library, Ontario). Part IV contains the following papers that discuss using XML to build collections: "Using XML To Federate Collections: The Legacy Tobacco Documents Library" (Heidi Schmidt, University of California, San Francisco) and "Publishing Books Online at eScholarship" (Roy Tennant, California Digital Library); Part V contains one paper on using XML in databases: "Building XML Databases with Zope and Castor" (Art Rhyno, University of Windsor, Ontario). Part VI addresses using XML for Data Migration, including the following papers: "Migrating Native Law Cases from HTML to XML" (Darlene Fichter, University of Saskatchewan Library) and "Transforming Word Processing Documents into XML: Electronic Scholarly Publishing at the University of Michigan" (Brian Rosenblum, University of Michigan). Part VII contains the following papers on using XML for systems interoperability: "Encoding Digital Objects with METS" (Jerome McDonough, New York University) and "Integrating Systems with XML-Based Web Services" (Don Gourley, Washington Research Library Consortium). Each paper lists contacts and World Wide Web links and resources. (Contains an index.) (MES)

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

These volumes contain 40 papers examining the principles, policies, structure, and practice of lifelong learning worldwide. The following are among the papers included: "Towards a Philosophy of Lifelong Learning" (David Aspin, Judith Chapman); "Locating Lifelong Learning and Education in Contemporary Currents of Thought and Culture" (Richard Bagnall); "Lifelong Learning and Personal Fulfillment" (Robin Barrow, Patrick Keeney); "Political Inclusion, Democratic Empowerment, and Lifelong Learning" (Penny Enslin, Shirley Pendlebury, Mary Tjattas); "Lifelong Learning and the Contribution of Informal Learning" (Paul Hager); "Lifelong Learning, Changing Economies, and the World of Work" (John Halliday); "From Adult Education to Lifelong Learning" (Mal Leicester, Stella Parker); "Caring for the Adult Self" (James Marshall); "Lifelong Learning for a Learning Democracy" (Stewart Ranson, Glenn Rikowski, Michael Strain); "Lifelong Learning in the Postmodern" (Robin Usher); "Lifelong Learning Policies in Low Development Contexts" (David Atchoarena, Steven Hite); "Lifelong Learning Policies in Transition Countries" (Zoran Jelenc); "Lifelong Learning and the Leisure-Oriented Society" (Kaoru Okamoto); "Towards New Lifelong Learning Contracts in Sweden" (Kenneth Abrahamsson); "How To Make Lifelong Learning a Reality" (Philip McKenzie); "Schools and the Learning Community" (Judith Chapman, David Aspin); "Integrity, Completeness and Comprehensiveness of the Learning Environment" (Jan Visser); "Innovative Teachers" (Christopher Day); "Lifelong Learning and Tertiary Education" (Chris Duke); "Universities as Centres for Lifelong Learning" (Ruth Dunkin, Alan Lindsay); "Lifelong Learning and Technical and Further Education" (Nic Gara); "Lifelong Learning and the Learning Organization" (James Walker); "Community Colleges and Lifelong Learning: Canadian Experiences" (Paul Gallagher, William Day); "From Literacy to Lifelong Learning in Tanzania" (Alix Yule); "Lifelong Learning and the Private Sector" (William Hanna, Pierre Haillet); "Recent Trends in the Practice of Lifelong Learning and Adult Education in Russia" (Joseph Zajda); "Community Empowerment through Lifelong Learning in Developing Countries" (Sharmala Naidoo); "Lifelong Learning, the Individual and Community Self-Help" (John Wilson); "New Lives for Old: Lifelong Learning among the Indigenous Peoples of Taiwan and Canada" (Huang Tung-Chion, Akiyo Pahalaan, John Steckley); "Promoting Lifelong Learning in Developing Countries: The Institutional Environment" (Ravi Palepu); and "Learning in the Third Age" (Leslie Dale). Many papers include substantial bibliographies. (MN)

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

This is the first of two volumes of selected papers presented at the 1996 conference on "Changes in Working Time in Canada and the United States." Eleven chapters focus on weekly hours worked by individuals, including the recent changes in the distribution of weekly working time in Canada and the U.S., implications of the changing distribution of hours worked for earnings inequality, and efforts to reduce unemployment through mandated hours reduction. "Introduction and Overview" (Ging Wong, Garnett Picot) is followed by these three chapters in Part I that offer statistical overviews and analyses of the trends in working hours for Canada and the U.S.: "The Changing Workweek: Trends in Weekly Hours of Work in Canada, 1976-95" (Mike Sheridan et al.); "Trends in Hours of Work in the U.S." (Philip L. Rones et al.); and "Working Hard" (Linda Bell, Richard B. Freeman). Three chapters in Part II consider the role of working time on increased earnings inequality: "Working Time, Wages, and Earnings Inequality Among Men and Women in Canada, 1981-93" (Garnett Picot); "Patterns of Foregone Potential Earnings Among Working-Age Males, 1975-92" (Robert Haveman et al.); and "The Growth of Income and Employment Inequality in Australian Cities" (R.G. Gregory, Boyd Hunter). These two chapters in Part III examine issues related to labor supply and hours constraints: "Supply of Hours Per Day and Days Per Week--Evidence from the Canadian Labor Market Activity Survey" (Richard E. Mueller) and "Hours Constraints: Theory, Evidence, and Policy Implications" (Kevin Lang, Shulamit Kahn). These three chapters on Part IV focus on "short-time compensation (STC) programs": "Measuring the Effects of STC on Workforce Dynamics" (Karen Needels, Walter Nicholson); "Short-Time Work in the U.S.: Implications for Evaluation of STC Schemes" (Alec R. Levenson); and "Economic Activities and the Demand for Work Sharing in Canada" (Tim Siedule et al.). Cited author and subject indexes are appended. Each paper contains references. (YLB)

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

These 15 papers share a common theme: seeking to promote literacy as a powerful tool for challenging existing inequalities and dependencies. "Powerful Literacies" (Jim Crowther et al.) is an introduction. Section 1 establishes the theoretical and policy frameworks that underpin the book and shows how literacy is situated in different geographical places, domains, and cultural contexts. "Contexts for Literacy Work" (Brian V. Street) shows a range of discourses that affect both what we understand literacy to be and our approaches to it. "Powerful Literacies" (Mary Hamilton et al.) offers an overview of the policy context within which the developments described in the rest of the book need to be understood. Section 2 is concerned with reflecting on power in terms of the vision behind "empowering initiatives" and with the limitations on what has been achieved because of powerful forces in society. "Signatures and the Lettered World" (Jane Mace) explores the personal significance of being able to write your own name and the power that this embodies. "The Role of Literacy in People's Lives" (Geraldine Castleton) examines the way literacy needs are defined by state agencies and professional groups in Australia who invariably construct homeless people as deficient and requiring training to reach literacy levels assumed to be valued and unproblematic. "Dyslexia and Adult Literacy" (Hugo Kerr) addresses the power of labeling and its consequences in a critique of the literature on developmental dyslexia. "Form-Filling as a Social Practice" (Marcia Fawns, Roz Ivanic) raises the issue of disempowerment and surveillance through a consideration of the politics of official forms. "Literacy, Literacies, and Adult Basic Education and Training in South Africa" (Catherine Kell) sketches an overview of the key developments in policy and provision in adult literacy.""Democracy as a Way of Life" (Jim Crowther, Lyn Tett) argues that literacy can contribute to democracy as a way of life. Section 3 discusses how learners and teachers can be repositioned as active subjects and citizens rather than passive objects. "The Politics of Really Useful Literacy" (Ian Martin, Habibur Rahman) positions adult literacy in the process of collective struggles against inequality and injustice in Bangladesh. "Speaking as Equals to Professionals" (Catherine Jamieson) looks at a small-scale practical attempt to equalize power relationships by working in partnership with service users to develop literacies that value difference. "Empowering Literacy Learners and Teachers" (Fiona Frank) discusses the right of access to knowledge, including the infrastructure and use of communication technology. "Using Scots Literacy in Family Literacy Work" (Alan F.P. Addison) situates literacy in a discourse of cultural politics and how adult learners are positioned negatively by this. "Challenges to Sharing Power in Adult Literacy Programs" (Mary Norton) addresses developing more democratic interpersonal encounters. "Multiple Literacies in Practice" (Sue Gardener, Ann Janssen) shows how bilingual communities in east London are positioned in public policy as having language problems rather than being language resources. Papers contain references. (YLB)

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

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

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

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, which focuses on the relationship between adult education institutions and social movements, contains 31 papers originally presented at a 1998 conference on the history of adult education. Following an Introduction (Cooke), the papers are: Mobilisation, Popular Participation and Sustainable Development: Themes in the Recent History of Adult Education in Poor Countries" (Brown); "Social Movements and Adult Education in a Cross-Cultural Perspective" (Hake); "Historical Reasons for the Rise and Fall of European Adult Education Institutions and Social Movements" (Poggeler); "Adult Education Institutions Within the Context of Political Change" (Popovik); "The Challenge of Modernisation: Education and Adult Education Policy in Hungary, 1950 to the Present" (Petho); "People's Universities, University Extension and Folk High Schools in Slovenia" (Jug); "The Development of Adult Education in Croatia, 1820 to 1990" (Lavrnja, Klapan); "A Continuity of Purpose? Education and the South Wales Miners" (Francis, Trotman); "REVAG An Association for the Social and Cultural Education of Miners" (Paape, Putz); "Adult Education Movements in Finnish Universities from 1870 to the Present" (Sivonen); "Five Decades of Adult Education at University College Cork, 1948-1998: From Roman Catholic Social Reconstruction to Community Partnerships and Empowerment" (O'Fathaigh, O'Sullivan); "Alternative Living, Alternative Learning: The Grith Fyrd Movement in England in the 1930s" (Field); "Mediating an Institutional and Professional Identity between Reich and Region: The Thuringian Association of Folk High Schools in the Weimar Republic 1919-1933" (Haase); "The Legacy of Mansbridge Down Under: the WEA (Workers Educational Association) in New South Wales 1913-1953" (Dymock); "Education for Women in Late Victorian Dundee" (Spackman, Paul); "The Relationship Between Adult Education as a Social Movement and the Women's Movement with Particular Reference to South Wales" (Elliot); "Non Aligned Popular Education versus National Socialism: the Decline of The Thuringian Folk High School 1930-1933" (Meilhammer); "The Rise and Fall of the Community School Society in Poland 1891-1939" (Aleksander); "The Protestant Academy of Thuringia Idea and Reality in a Totalitarian Context" (Nagel); "The Relationship between Adult Education Movements and Existing Social, Political and Economic Systems: The University Workers' Movement in Sri Lanka" (Wijetunga); "The Rise and Fall of the Public Understanding of Science" (Counihan); "Scotland and the 1919 Report (Cooke); Technical and Vocational a Challenge to the Hegemony of Adult Liberal Education?" (Merricks); "Ivory Tower or Wasted Asset? Why did Residential Adult Education Fail to Take Root in Scotland?" (Ducklin, Wallace); "A Policy Initiative: the Advisory Council for Adult and Continuing Education, 1977-1983" (Small); "The Australian Association of Adult and Community Education: The Evolution of an Adult Education Movement" (Stehlik); "The Development of Distance Education in Iran" (Alimohammadi); "Training Interventions for the Unemployed in Bremen, Germany, and Dundee, Scotland" (Sporing); "The Adult Education Movement for Literacy in South Korea Since 1945" (Lee); "Adult Education Development in Hong Kong Since the War" (Mok); "The Development of Adult Education and Its Training Institutions in Hungary Since 1989" (Nemeth). All of the papers contain bibliographies, some of them substantial. (AJ)

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)

This book reports on the expansion of open and distance learning during the past decade, examining ways in which open and distance learning for higher education has responded to the needs of the new society, and summarizing the lessons of recent practice for policymakers and educators. After an introductory chapter, "Open and Distance Learning for the New Society" (Keith Harry, Hilary Perraton), the six chapters of Part 1 ("Themes") are the following: "The Internationalization of Higher Education" (Denis Blight, Dorothy Davis, Alan Olsen); The Impact of Telecommunications" (Robin Mason); "Professional Reflective Practice and Lifelong Learning" (Patrick Guiton); "Flexible Learning and University Change" (Louise Moran, Brittmarie Myringer); and "The Costs of Distance Education (Thomas Hulsmann). Part 2 ("Regions") contains 15 papers organized by the regions of Africa, America, Asia, Europe, and Oceania: "Cooperation, Competition or Dominance: A Challenge in Southern Africa" (Tony Dodds, Evelyn Nonyongo, Jenny Glennie); "The Open University of Tanzania" (Geoffrey Mmari); "The University of the West Indies" (Ed Brandon); "Distance Education in Latin America: Growth and Maturity" (Fabio Chacon); "University Distance Education in Canada" (Douglas Shale); "The Bangladesh Open University: Mission and Promise" (Greville Rumble); "Distance Education in China" (Xingfu Ding); "The Open University of Hong Kong" (David Murphy, Yvonne Fung); "Developments, Networking and Convergence in India" (Santosh Panda); "Contemporary Distance Education in Taiwan" (Hung-Ju Chung);"Distance Education in Central and Eastern Europe" (Andras Szucs, Janet Jenkins); "Western Europe" (Hans-Peter Baumeister); "The European Commission and Open and Distance Learning" (Corinne Hermant-de-Callatay); "Distance Education in Australia" (Bruce King); and "The South Pacific: Kakai Mei Tahi" (Claire Matthewson, Ruby Va'a). The book concludes with an afterword, "Open Learning and/or Distance Education: Which One for What Purpose?" (John Daniel). Individual papers contain references. (KC)

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)

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

These 43 conference papers on vocational education and training (VET) markets are grouped under three broad themes describing them. Sixteen papers deal with the VET product and providers: "The VET Market" (Kemp); "Market Frameworks in VET" (FitzGerald); "The New Zealand Market Approach" (Barker); "An Economic Primer to Government's Role in VET" (Chapman); "Radical Surgery or Palliative Care? The Future of TAFE (Technical and Further Education)" (Schofield); "From the Barrel of the Public System?" (Butterworth); "Private Dynamics" (Graham); "The Role and Impact of Flexible Delivery of VET" (Kearns); "ACE (Adult and Community Education) and Adding Value to the Training Market" (Moore); "VET in 1996" (Borthwick); "The VET Product and the Development of the Training Market" (Robinson); "Developing International Activities with VET" (Streat); "Selling Australian Expertise to Indonesia" (Holland); "Coercion and User Choice: Whose Market?" (Barratt-Pugh); "Mapping the Training Market: Whose Model Works?" (Murray); and "Mapping the Training Market for Individuals" (Barker). The 13 papers concerning the client perspective--industry and enterprise are as follows: "Competitiveness Is the Key" (Moran); "Employer Perspectives on the Market for VET" (Balzary); "The Industrial Relations Framework for Training and Productivity" (Wright); "A Market for All" (Peoples); "Economic Trends and Outlooks" (Burke); "Returns to Enterprises from Investment in VET" (Billett); "Freeing Industry's Training Dollar" (Guthrie); "Improving Responsiveness of Supply Systems" (Smart);"Developing the Policy" (Smith, Smith); "The Impact on Providers" (Maddock); "VET Training for IT (Information Technology)" (Gage, Jarvis); "Recognizing IT Skills" (Street); and "Changing Demands on Training" (Bowker). The 14 papers on the client perspective--students and trainees are as follows: "Students and Trainees in VET" (Kotz); "Refocussing Market Reform" (Anderson); "Marketing VET" (Shreeve); "The Australian Recognition Framework" (Ward); "Observations of School-Industry Programs" (Goodman); "Co-ordinating VET Programs" (Hill); "Workplace Learning for Students" (Misko); "Developing Opportunities for Young People" (Hayes); "The Value of Qualifications" (Grimshaw); "Longitudinal Research and Participation in Further Education" (Ainley, Long); "Returns from Training for Apprentices" (Collins); "National Student Profiles" (Pattison); "Training To Add Value" (Curl); and "Key Issues" (Kirby). (YLB)

This book contains nine papers on current issues and new agendas in workplace learning in Australia. The first paper, "A New Focus on Workplace Learning Research" (David Boud), examines the rise of interest in and conceptions of workplace learning. The next three papers focus on different conceptions of workplace learning: "Fusing Learning and Work: Changing Conceptions of Workplace Learning" (Philip Candy, Judy Matthews); "Understanding Workplace Learning: General Perspectives" (Paul Hager); and "Understanding Workplace Learning: Cognitive and Sociocultural Perspectives" (Stephen Billett). The next four papers examine key issues in workplace learning: "Management Learning: Research Survey" (David Beckett); "Equity and Workplace Learning: Emerging Discourses and Conditions of Possibility" (Elaine Butler); "The Assessment of Learning" (Russell Docking); and "The Costs and Benefits of Training and Assessment" (Rod McDonald). The final paper, "More Strategic, More Critical, More Evaluative: Perspectives on Research into Workplace Learning and Assessment" (David Boud, John Freeland, Geof Hawke, Rod McDonald), discusses the policy and practice implications of research on workplace learning. Appended is information on how the book was developed and how the papers were commissioned. (MN)

A project was conducted to examine the impact of vocational education and training (VET) research on decision making in VET in Australia. Data were collected from the following: a literature review; a symposium attended by state-, territory-, and national-level VET policymakers and planners and VET providers; semistructured telephone interviews with 50 VET decision makers on their use of VET research; nine case studies; and development of a background paper on overseas findings and perspectives. Direct awareness of research findings among key decision makers was low. Many had little or no awareness of sources of research information. Although senior decision makers frequently operated on the basis of briefing papers that most likely had a strong basis in research, they were generally unaware that research findings had any impact on their decision making. Because the volatile policy climate for VET and the time pressures on key players all tend to militate against the considered use of data as a component of decision making, many VET-related decisions were being made without referencing important research-based information. (Appended are the background paper for the Impact Project and the symposium program.) (MN)

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 article focuses on the adventures of a sand grain. One can describe how sand can help wind and water create desert landforms. One can drain a picture of a sandy desert scene for kids. Sand is a common feature in many desert areas, including parts of the Sahara Desert in Africa, the That Desert in India, the Great Sandy Desert in Australia, and the Gobi Desert in Asia. Scientists define sand as loose grains of minerals and rocks that are less than 1/12 of an inch in diameter, but more than 1/400 of an inch in diameter. In many desert areas, sand helps shape the way desert landscapes look. Sometimes sand is carried by rivers and streams and helps the water grind down rock surfaces, carving canyons, mesas, buttes, and other landforms.

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 book contains nine papers that were presented to the Sociology and Social Policy section of the British Association for the Advancement of Science. The first paper, "Introduction: Work and Employment in the 1990s" (Richard Brown), puts work and employment in a historical context and examines how globalization of the economy has changed the context for work and employment in Great Britain. The remaining papers, which focus on particular aspects of the organization and distribution of work and their implications for other areas of social life, are as follows: "The Changing Practices of Work" (Huw Beynon); "What Is Work For? The Right To Work and the Right To Be Idle" (Sheila Allen); "Flexibility and Security: Contradictions in the Contemporary Labour Market" (Richard Brown);"Gender and Changes in Employment: Feminization and Its Effects" (Harriet Bradley); "Informal Working, Survival Strategies and the Idea of an 'Underclass'" (Robert MacDonald); "Economic Change and Domestic Life" (Lydia Morris); "The Culture of Ownership and the Ownership of Culture" (Ian Roberts); and "'Empowerment' or 'Degradation'? Total Quality Management and the Service Sector" (Stephen Taylor). (Contains 337 references. Subject and author indexes are included.) (MN)

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)

This book presents international perspectives on access and participation of adults in higher education in selected European countries. The book begins with an introduction by Pat Davies and includes papers detailing and providing examples of practices and policies of higher educational institutions regarding adult students in the following countries: Australia (Postle); Austria (Benn); Belgium (Bourgeois, Guyot); Denmark (Cooke); England, Wales and Northern Ireland (Parry); France (Davies); Germany (Davies, Reisinger); Italy (Parker); The Netherlands (Spackman, Owen); Scotland (Osborne, Gallacher); and Spain (Osborne). The final paper, "Themes and Trends" (Davies), synthesizes the information presented in the reports on individual countries regarding the following aspects of access to and participation of adults in higher education: expansion of programs and recruitment efforts, cost effectiveness and program efficiency, horizontal diversity, vertical diversity, autonomy and admissions, alternative entry, and different definitions of the term "adult student." A total of 55 tables/figures, a subject index, and author profiles are included. (MN)

This volume contains 15 papers on strategies for improving teaching in higher education with a focus on perceptions of current practices particularly in the United Kingdom, the United States, Australia, and Canada. The papers are: "Teaching Improvement Practices: International Perspectives" (W. Alan Wright and M. Carol O'Neil); "Understanding Student Learning: Implications for Instructional Practice" (Christopher K. Knapper); "Increasing Faculty Understanding of Teaching" (Keith Trigwell); "Preparing Faculty as Tutors in Problem-Based Learning" (David Kaufman); "Introducing Faculty to Cooperative Learning" (Barbara J. Millis); "Improving Laboratory Teaching" (Elizabeth Hazel); "From Shaping Performances to Dynamic Interaction: The Quiet Revolution in Teaching Improvement Programs" (Richard G. Tiberius); "Faculty Development Workshops and Institutes" (James Eison and Ellen Stevens); "Using the Teaching Portfolio to Improve Instruction" (Peter Seldin, and others); "Preparing the Faculty of the Future to Teach" (Laurie Richlin): "The Development of New and Junior Faculty" (Milton D. Cox); "Improving Teaching: Academic Leaders and Faculty Developers as Partners" (Mary Deane Sorcinelli and Norman D. Aitken); "Promoting Inclusiveness in College Teaching" (Nancy Van Note Chism and Anne S. Pruitt); "National-Scale Faculty Development for Teaching Large Classes" (Graham Gibbs); "The Impact of National Developments on the Quality of University Teaching" (George Gordon, Patricia A. Partington). An index is included. (Most papers contain references.) (JB)

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)

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

This collection of papers discusses issues of quality, institutional research culture, and processes which encourage, achieve, sustain, and assure high quality teaching and research in universities, primarily from a British and Australian perspective. Part 1 is titled "Issues of Quality and Institutional Research Culture" and contains the following six papers: "Planning for Quality in Graduate Studies" (Ingrid Moses); "From Thesis Writing to Research Application: Learning the Research Culture" (Peter Sheehan); "Staff Development in Relation to Research" (Lewis Elton); "A Model for the Management of Research Degree Supervision in a Post-1987 University" (Jan Whittle); "Gender and Postgraduate Supervision" (Linda Conrad); and "Quality in Supervising Overseas Students?" (Tania Aspland and Thomas O'Donoghue). Part 2, "Educational Processes To Achieve Quality," presents the following eight papers: "Improving the Quality of Postgraduate Supervision through Residential Staff Development Programmes" (Ortrun Zuber-Skerritt); "The 'Big Picture' about Managing Writing" (Robert Brown); "Supervising the Writing of a Thesis" (Nanette Gottlieb); "The Postgraduate's Journey--An Interplay of Roles" (Pam Denicolo and Maureen Pope); "Avoiding Communication Breakdown" (Estelle Phillips); "Supervising Literature Reviews" (Christine Bruce); "Contracts and Checklists: Practical Propositions for Postgraduate Supervision" (Yoni Ryan); and "'Guidelines for Discussion': A Tool for Managing Postgraduate Supervision" (Barbara Grant and Adele Graham). (Each paper contains references.) (JDD)

This book contains papers presented at a conference focused on the subject of funding for higher education and providing comparative perspectives on, and case studies of, educational financing from around the world. After an introduction by Ernest L. Boyer, the papers and their authors are as follows: "The Costs of Higher Education: Worldwide Issues and Trends for the 1990s" (D. Bruce Johnstone); "Optimizing Allocation Strategy" (William F. Massy and Michael C. Hulfactor); "University Strategies for the Third Stream of Income" (John Furstenbach); "The Future of Higher Education Financing" (George Psacharopoulos); "Sources of Revenue" (Ihsan Dogramaci); "Are University Funding Systems in Need of an Overhaul?" (Karel Tavernier); "Industry-University Research Collaboration: An Option for Generating Revenue" (Linda Parker); "Higher Education Funding in Open Door China" (Richard A. Hartnett); "Toward Understanding the Economics of African Higher Education" (Teshome G. Wagaw); "Allocating Budgets Using Performance Criteria" (Michael A. Brown and David M. Wolf); "Changing Patterns in the Funding of University Education and Research: The Case of the Netherlands" (Cornelius A. Hazeu and Peter A. Lourens); "Issues in Funding Higher Education in Eastern Europe: The Cases of the Czech Republic and Slovakia" (James E. Mauch and Daniel S. Fogel); "Problems of Funding the Transformation of Higher Education in East Germany" (Helmut de Rudder); "Higher Education Funding in Australia" (Brian G. Wilson); "Canadian Universities and the Politics of Funding" (Howard Buchbinder and P. Rajagopal); and "Constructing the 'Post-Industrial University': Institutional Budgeting and University-Corporate Linkages" (Janice A. Newson). Contains an index. (GLR)

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

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)

This conference proceedings presents 17 papers which examine quality assurance and evaluation in higher education, including methodologies, procedures, and ideas from various nations. The papers include: (1) "Quality Assurance in Higher Education" (Malcolm Frazer); (2) "Academic Standards Panels in Australia" (Kwong Lee Dow); (3) "The French Comite National d'Evaluation" (Andre Staropoli); (4) "The German Experience" (Edgar Frackmann); (5) "The Hong Kong Initiative" (Allan Sensicle); (6) "Towards an Indian Accreditation System" (Ashoka Chandra); (7) "The Netherlands: The Inspectorate Perspective" (Jan Kalkwijk); (8) "External Quality Assessment, Servant of Two Masters? The Netherlands University Perspective" (Ton Vroeijenstijn); (9) "Evaluation Criteria and Evaluation Systems: Reflections on Development in Sweden and Some Other OECD Countries" (Marianne Bauer); (10) "The UK Academic Audit Unit" (Peter Williams); (11) "The US Accreditation System" (Marjorie Peace Lenn); (12) "Engineering Accreditation in the United States" (Leslie Benmark); (13) "Mutual Recognition and Transfer of Credits: Developments in Europe" (Fritz Dalichow); (14) "The Experience of Validation at Hong Kong Polytechnic" (Diana Mak and Austin Reid); (15) "Quality Assurance at the Open Learning Institute" (Gajaraj Dhanarajan and Andrea Hope); (16) "External Examining at Hong Kong University" (Leung Wai-sun and Shen Chun-ming); and (17) "Conclusion" (David Bethel). An appendix contains abstracts of six additional papers. (MDM)

This book contains 13 papers that identify major education and work issues related to post-compulsory schooling in Australia. The following papers are included: "Changing Policy Perspectives" (Millicent E. Poole); "A Historical Essay" (Andrew Spaull); "A Philosophical Perspective" (Colin W. Evers); "School to Work: Transition and Policy" (Cath Blakers); "Skill Formation for the Workplace" (John C. Stevenson, Charles W. McKavanagh); "Socialisation to the World of Work: An Analysis of Rural Children's Work Code" (Anne Butorac); "Experiencing Work: Bridges to Adulthood" (Glen Evans, Millicent E. Poole); "Women into Trades: Rhetoric or Reality?" (Patricia Weeks); "Factors Affecting the Development of Career and Family Orientations in Girls: A Review" (Millicent E. Poole, Janice Langan-Fox, and Michelle Ciavarella); "Experiencing Hegemony: Women, Work, and Education" (Judyth Sachs); "The Work Importance Study: Australian Young People's Values in International Perspective" (Jan Lokan); "Australia's Need for an Integrated Educational, Economic, and Social Strategy: Drawing on the Swedish and East Asian Experience" (Denis Davis); and "Summary and Conclusion: Issues in Need of Policy Formation" (Millicent E. Poole). The papers include references and the book is indexed. (KC)

This book contains the following papers on distance vocational education programs: "Vocational Education at a Distance" (Oliveira, Rumble); "An Introduction to Case Studies" (Oliveira, Rumble); "'Working on Work': Orientation on Work and the Labour Market in the Netherlands" (Bender, Bronkhorst); "Expanding Distance Learning through Technology Transfer to Employers in Colombia" (Ruiz); "The British Open College: A Flexible Response" (Innes); "Vocational Training at a Distance in Chile: Struggling to Survive" (Irigoin); "Distance-Taught Computer Education for Managers and Professional at the University of Victoria" (Muzio); "The Technician Training Scheme at the National Extension College, United Kingdom" (Morpeth, Rumble); "Banking Education in Indonesia" (Budimulia, Suparman, Romiszowski); "The Wye College External Programme and Third World Agriculture" (Bryson, Hakimian); "The National Technological University (NTU)" (Fwu et al.); "Use of Interactive Multimedia for In-company Training" (Dondi, Ricuperati); "Distance Training for Telecommunications Managers: The Telecom/Telematique International Course on Project Management" (Nettleton); "The Technical Open Polytechnic, New Zealand" (Rajasingham, Nicoll, Romiszowski); and "The Future of Vocational Education at Distance" (Oliveira, Rumble). Several papers contain substantial bibliographies. (MN)

"Research Messages 2013" provides a summary of the research published in 2013 by the National Centre for Vocational Education Research (NCVER) in the following broad categories: (1) skills and productivity: from VET qualifications to higher-level qualifications and issues affecting the workforce; (2) social inclusion and participation in education and training: equity groups and measuring socioeconomic disadvantage; (3) young people: school, science and income support; (4) the VET sector: institutions, practices and the workforce; and (5) structures in the tertiary education and training system. [Funding for this paper was provided by the Australian Government Department of Industry.]