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A detailed teaching model designed to develop effective reading skills in content areas (ERICA) is presented in this document. The paper begins with a discussion of the four stages of the ERICA model: (1) preparing for reading, (2) thinking through information, (3) extracting and organizing information, and (4) translating information. The paper then shows how the ERICA strategies may be applied to actual reading materials, using the novels "I am David" by Ann Holm and "Run for Your Life" by David Line as examples. (EL)

Explains how education is essentially about expanding students' literacies by developing sets of social practices that help them understand and participate in different social worlds, describing how to expand literacies through a Hispanic influence across the curriculum and how to increase the Hispanic influence through structural variations in schools. The paper discusses expanding literacies within the Spanish classroom. (SM)

Explores the professional and intellectual tensions in teaching English in recent times, focusing on Victoria, Australia. Argues that in the past few years all English teachers have been obliged to resist pressures toward reductive versions of literacy. Illustrates some specific literacy practices in secondary English classrooms which seek to enact more complex notions of critical literacy. (RS)

Focuses on educational changes that seem necessary for future graduates to take up the emerging social and ethical challenges of their profession. Summarizes some Australian initiatives, presents some approaches to teaching ethics, and suggests some ways to encourage both the study of ethics and actual ethical practices. Outlines the changes in engineering education in Australia. (Contains 19 references.) (Author/YDS)

Aims to conceptualize issues of text selection and censorship in different terms from those in which it has been constructed by Australian media. Asks how texts get used in classrooms and about the nature of classrooms as sites for negotiating issues of meaning and value. Argues for a culturally inclusive curriculum that is responsive to students' attitudes and values. (NH)

Claims that arguments about the invalidity, purposelessness, and misleading nature of ELLA (English Language and Literacy Assessment ) implemented in New South Wales, Australia, remain intact despite attempts to counter the arguments. Presents a detailed critique of arguments presented in an article in the previous of this journal supporting ELLA. (RS)

Issues in developing educational policy concerning foreign students in Australia are discussed. It is argued that the economic policy context in which foreign students are received has tended to obscure Australia's liberal democratic values, and that those values must be reasserted so that foreign students can be seen as individuals rather than as products of a business transaction. (Author/MSE)

Discusses strategies designed to increase the instrumental use of program evaluation findings based on experiences in Australian schools. Highlights include an evaluation plan; awareness of the evaluation; timely reporting techniques; guidelines for implementation of findings; and the role of the evaluator as change agent. (Contains 21 references.) (LRW)

This paper explains the origin of the University of West Sidney's Bachelor of Applied Science in Social Ecology degree, and describes underlying philosophical framework, the major course organizing principles, and the proposed structure of the course. Highlights the problematic nature of setting up a dialectical, nondisciplinary-based program. (Contains 30 references.) (MDH)

Describes a Costume Project wherein Australian Grade Six students and Prep students collaborated to produce costumes from paper, which were later paraded by the Preps at the school Opening Evening. (NH)