Provides 10 guidelines to follow in implementing a competency-based curriculum. The guidelines include not imposing the program from above, matching measurement devices to instructional goals, stimulating student support of the program, and allowing for easy adjustment of competency measures. (IRT)

There have been many articles written about the variety of ways faculty and students define eportfolios, collect artifacts, write reflections, and use finished eportfolios. However, little has been written about the dynamic process of adopting electronic portfolios in schools of education. This study employs cross-case analysis to investigate…

This paper reports on a study which investigates the implementation of a wiki system as an additional tool to support student learning in an IT related course offered by the Open University of Hong Kong (OUHK). It focuses on a set of interview data related to the tutors' and students' views on and experience of their use or otherwise of the system…

Japan and Korea have highly developed information and communications technology infrastructures and have recently reformed their higher education systems and encouraged e-transformation. However, Japanese universities have not embraced e-learning as wholeheartedly as their Korean counterparts. The paper concludes that this is due to governmental…

This guidebook identifies the tasks in disseminating new programs and provides profiles for judging their progress. The process of presenting a program to new users is divided into seven tasks: creating awareness of the project, establishing commitment among the users, providing materials, training personnel, planning to meet users' individual…

Focusing on the use of the interview in the Procedures for Adopting Educational Innovations (PAEI) Project, this paper reports on the appropriateness of the interview as a research tool in change research and the types of information appropriate to its use. In this project, interviews are used to identify what an individual is doing, has done, or…

A post hoc examination of 42 teachers' implementation of an innovative program following the establishment of a systematic implementation support system found that implementation varied for different program features and at different sites. (Author/CB)

The consultant interested in helping teachers adopt curriculum-based assessment techniques should consider the process of innovation along with aspects of school culture. The consultant should examine four stages in developing a model program: creating a need, supporting change, implementing a guided practice, sequence, and allowing for…

Part of a special issue on organizational research utilization, this article reviews 27 empirical studies on the utilization of social science research. Its conceptual framework for utilization includes action generation, information processing, affective bonding, and strategy formulation and control. The authors identify 3 types of utilization…

An annotated bibliography lists journal articles and ERIC documents dealing with the use of educational research in teacher education. (CJ)

Defines competency-based adult education; provides a brief history of the Adult Performance Level (APL) Curriculum and Competency-Based High School Diploma program; explains the National Diffusion Network; examines how the APL staff offers training and technical assistance; and focuses on nontraditional APL program implementation. (CT)

Project Follow Through involved a diverse and major set of implementation problems: (1) The initial program mandate for an action program clashed with the later switch to an experimental focus; (2) The selection of curriculum rather than structural changes as the major intervention led to greater uncertainty regarding the practices to be…

Accounts, in part, for the successful implementation of an alternative "school-without-walls" and provides clues to what program administrators can do to make it more likely that new programs will get fair trials in the schools. (Author/IRT)

Reasons for variations in the adoption and implementation of federal programs at the local level are discussed. It is argued that there is a case against local problem-solving approaches to change.

The author defines moral education; discusses the research, teacher education, and school time it requires; and considers the public misconceptions and scholarly fragmentation that are obstacles to its full development. (SJL)