This paper describes a year-long program which is in place at Nashville State Technical Institute (Tennessee) to train faculty in the development of World Wide Web-based instruction. The program is based on seven principles that assert that good practice in undergraduate instruction encourages student-faculty contact, encourages cooperation among…

One possible explanation for Australia's technical and further education's (TAFE's) defensiveness in its relationship with higher education is its lack of a secure definition since its foundation by the Kangan committee. Perhaps vocational education could found its identity on another characteristic. Neither an analysis of various definitions of…

This paper identifies six core principles and recommends strategies that will foster high academic achievement, close the achievement gap, and promote civic and personal growth among all high-school-age youth in the high schools and communities. At the center of the framework is the Alliance's belief that the purpose of high school is to ensure…

The Minister has initiated a comprehensive exercise to establish a new direction for Alberta's advanced education system. Through "A Learning Alberta," a new vision and policy outcomes for the advanced education system will be articulated. The process provides an opportunity for government, stakeholders, and the public to consider how…

Based on the theory that leadership skills receive too much attention and leadership goals and ideals too little, this article outlines the "10-P" model of leadership: prerequisites (leadership skills); perspectives, principles, platform, and politics (leadership antecedents); purposing, planning, persisting, and "peopling"…

Characterizes much of the current postmodernist art design as capricious and self-indulgent. Explicates three fundamental concepts from the modernist school: a notion of order; clarity of form and space; and significant contrast. Criticizes current design for its emphasis on novelty and systematic violation. (MJP)

Reiterates some of British historian R. G. Collingwood's ideas on education and uses a wide range of his works to develop them further. Discusses Collingwood's ideas on such subjects as, the aim of education, the nature and content of the curriculum, the organization of education, forms of experience, and self-knowledge. (MJP)

Questions the use and adaptation of computers in the classroom as a panacea for all educational ills. Specifically notes that much of the nature and content of social studies instruction requires class interaction rather than computer instruction. Praises computers as instructional supplements rather than substitutes. (MJP)

Attempts to sort out and address many of the issues, controversies, and concerns surrounding Ontario's adoption of a common curriculum. Finds confusion and factionalism on both sides exacerbated by a preponderance of jargon. Identifies and defines key features of the common curriculum. (MJP)

Describes the career of Scottish artist and art educator William Johnstone (1897-1981) and how his achievements, which are traced to 20th-century modernism, have influenced both art design and childrens' art education. Concludes that through Johnstone, progressivism in art and education converged, producing a model for creative expression in art…

Reviews Hermann Rohrs' and Volker Lenhart's, "Progressive Education Across the Continents: A Handbook." Focusing on the internationalism of progressive education, the book describes how the theory behind that movement has evolved over the last hundred years. Briefly critiques some chapters and articles in the book. (MJP)

Questions how teacher autonomy in school-based curriculum is perceived by teachers and planners in Israel's kibbutzim. Discovers that planners view teachers as primarily consumers, while teachers see themselves in the more active role of selectors and adapters. Study focused on four components of autonomy and employed questionnaires and…

Reports on a three-year ethnographic study of the visual arts curriculum in three elementary schools. Finds three distinct orientations: (1) the rote, teacher-centered orientation; (2) the open-ended, student-centered orientation; and (3) the higher order, cognitive orientation. (CFR)

Describes one teacher's evolving beliefs about teaching cultural diversity: she has moved from a traditional textbook-oriented formula for teaching U.S. history to one that uses a greater breadth of materials and resources. Student writing reflects critical thinking about and understanding of the points of view of many diverse interest groups. (JB)

Briefly explores differences between educational systems in Switzerland and the United States. Discusses 9 assumptions and 21 contradictions concerning shortcomings of compulsory public schooling in the United States. Suggests that schooling has moved away from intellectual development or skills training toward socializing students to become part…