This article serves as a concluding statement to the preceding articles on ways to improve conferences. The author pulls together themes of successful conference planning and participation and reviews the literature base for readers who wish to inquire further. (CT)

The Florida Division of Vocational Education has developed a system to help educators correct problems identified during program review. The local program improvement plan as a follow-up to vocational program review is a management strategy supported by legislative intent and direction. (JOW)

Practical reasoning with its dialogical nature and its special attention to aims, context, alternatives, judgment, and action emerges as an appropriate approach for understanding and taking action in the redesign of teacher education programs in vocational education. (Author)

The author states that it is necessary to (1) dispel the notion that science and technology are synonomous, (2) dispel the notion that they must remain mutually exclusive, and (3) most important, establish an agenda for subsequent dialogue and action. (CT)

The author presents a developmental model designed to help productivity improvement and professional development become an integral part of the natural everyday work experience. Examples and a summarized model are included. (CT)

Discusses the role of professional associations and the process of professionalization, professional associations for health educators, the Coalition of Health Education Organizations, and current issues with possible alternative solutions. Solutions proposed include merging existing associations, fostering greater understanding of the purposes of…

To ensure significant improvement in individual and organizational managerial effectiveness, the design and implementation of soft-skill management development programs need to address the six factors leading to change resistance and the five critical elements that contribute to success. These factors and elements are discussed in detail. (CT)

Reflects on previous articles in the same journal that address the preparation of special education teachers. The need for preparation programs to clearly identify necessary expertise and evaluate its acquisition with rigor is discussed, along with the need to prepare professionals to function in the community beyond the classroom. (CR)

Destabilizes the current construction of writing program administration by both questioning the theoretical constructs inherent in the traditional language writing program administrators use to represent themselves and suggesting a more ethically sound conceptual frame. Suggests an expanded way for understanding the remarkable opportunity…

Questions the effectiveness of specialized research because of the fragmentation of knowledge. Argues that inter-disciplinary and inter-institutional research are needed to restore a sense of wholeness to the process of inquiry. Discusses the importance and the advantages of inter-disciplinary research and describes such a program. (GEA)

Nine reasons that training programs do not succeed (for example, limited training resources, reasons for training unclear, critical nontraining factors ignored, management support is lacking, role of supervisor not recognized, little preparation or followup) and five training success factors (value, focus, power, mass, duration) are presented. (CT)

Questions concerning the use of microcomputers in schools are examined and are categorized by utility (what needs are we trying to fill), human factors (do microcomputers enhance one's growth or fulfillment), resources (what functions do they accomplish), and strategy (how will the impact of computer usage be assessed). (CT)

Marketing techniques in youth services are useful for designing programs, collections, and services and for determining customer needs. The marketing mix--product, place, price, and practice--provides a framework for service analysis. (AEF)

Provides background on the general issues of performance assessment and suggests intervention strategies for department chairs. (KEH)

Describes the creation of a set of outcome assessment guidelines recently developed for college and university theater programs. Categorizes outcomes in three ways: knowledge, skills, and attitudes. (KEH)