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All students learn, but not all learn in the same way. Educational researchers postulate that everyone has a learning style. This article examines how cultural variability is reflected in the learning style of students in Egypt, Saudi Arabia and United States. In this study, the learning styles of over 300 students in Teacher Education Institutions in Egypt; Saudi Arabia and United States of America were examined with What's My Learning Style? Instrument developed by Steinbach (1993). (Contains 11 tables and 2 figures.)

Accreditation can be seen as one of several complementary measures in a quality assurance system, and the starting point is the need to maintain and improve good quality in institutions of higher education. Accreditation can play a more or less dominant role in the field of different measures that aim at monitoring, steering, recognizing and ensuring quality assurance in higher education. The frameworks for accreditation and external quality assurance vary from country to country, but generally follow three basic forms: the European model of central control of quality assurance by state educational ministries (Egypt follows this model); the United States (US) model of decentralized quality assurance combining limited state control with market competition; and, the British model in which the state essentially ceded responsibility for quality assurance to self-accrediting universities. (Contains 1 table.)

A collaborative partnership provides school administrators and university researchers an opportunity to evaluate a school-based initiative. Richards Middle School (RMS) in Columbus, Georgia identified school improvement goals and involved university researchers in a collaborative evaluation with implications for strengthening leadership, training, and instructional practices in schools. This article reports initial baseline data for International Baccalaureate and Non-International Baccalaureate 6th grade students and their academic performance and achievement results. An overview of the project and recommendations for further research for students and professional development are also provided in this article. (Contains 2 tables.)

This chapter describes the experience of two faculty members who implemented laptop technology in a lower-division social science course. The authors focus on the pragmatic issues associated with incorporating this technology into the social science classroom and recommend several strategies and resources.

Two hundred students majoring in education responded to the Validation of Effective Behaviors of Distance Instructors Inventory. The 41 items measured 2 dimensions: frequency and importance of effective behaviors in delivering distance education. Analysis suggested that the behaviors of interactive television instructors may be lacking in two important factors: effective learning methods and student guidance. (EV)

The cohort research group at the University of South Florida helps students complete dissertations while contributing to a collective body of research. Benefits include a framework, support system, and multiple perspectives. Limitations are management, conflict/competition, dependency, and narrow focus. (SK)

Abstract This study describes the development and validation of a performance rating scale and an interview protocol designed to assess individual performance in the adult learner social role. The genesis [...]

While mentoring may be considered part of an instructional dynamic, the ease of mentoring diminishes as the distance between the learner and provider increases. The increasing application of distance learning […]

This exploratory study compared the perceived use of tests and test scores of 43 adult education teachers and 130 teachers in the K-12 system tested earlier.