Principles are (1) develop a philosophy; (2) understand the uniqueness of adult learners; (3) eliminate load factors; (4) provide vision; (5) be authentic and credible; (6) provide challenges; (7) foster praxis; (8) know how learners experience learning; and (9) encourage independence. (SK)

An effective service learning program (1) engages people in responsible, challenging actions; (2) articulates clear service and learning goals; (3) allows those with needs to define those needs; (4) expects genuine, sustained commitment; (5) includes training, supervision, monitoring, support, recognition, and evaluation; and (6) encourages…

Presents a brief review of selected humanistic principles of education that are critical to effective school and classroom reform. (SR)

Discusses outcome-based education (OBE): what it is, its underlying beliefs, why schools should change to it, objections to it, needs it can fulfill, and how it begins. (SR)

Recounts an anecdote about Maria Montessori's series of radio talks about children given during the early days of the Spanish Civil War. They illustrate the obtrusive nature of political oppression. As a result of these radio talks, Maria Montessori gained the title "Friend of the Children." (KB)

Traces how broad, historical, conceptual frameworks established by Arthur Efland continue to be useful in categorizing contemporary arguments on the form of art education. Contends that many popular justifications for art education lack a solid epistemological rationale. Advocates an approach to art education as a study of reasoned perception.…

Nurse educators need to analyze values, communication, and social processes when deciding to use technology in the curriculum. Reflection and dialogue are needed regarding the impact of technology-based nursing education. (SK)

Describes staff development for more than 300 child-care providers delivered by videoconferences. Makes recommendations: create meaningful learning environments, balance technical and human factors, create options for interaction, have clearly defined objectives, and have contingency plans in case of technical difficulties. (SK)

Looks at the familiar, though largely undiscussed, figure of educational discourse, "safe space." Shows "safe space" to be an emerging metaphor for classroom life through an examination of four instances of usage. Offers a hopeful response to pervasive concerns about individual isolation in an increasingly stressful and pluralistic world. (DSK)

Argues that a curriculum with art as a foundation and theoretical base (1) questions the everyday, especially the conventional; (2) helps educators look at the world from a multitude of perspectives; (3) helps individuals discover the depth of their experiences; and (4) teaches students to think, feel, and actively engage the world around them.…

Ethical issues involved in using journals in education include balancing the personal and professional and assessing journal writing. Principles adult educators can apply include respect, justice, beneficence, self-awareness, and caring. (Contains 26 references.) (SK)

Explores knowledge management concepts, with a special emphasis on its use as an educational technology. Discusses the need for knowledge management technology in education. Provides a framework that defines an overall approach and process to knowledge management. Offers recommendations for effectively leveraging knowledge management in education.…

Discusses ways to advance middle school reform and break out of a rigid adherence to the orthodoxy of the middle school paradigm. Considers criticisms that middle school practice relies on organizational structures, ignores student needs and systemic change, and needs to heighten accountability and achievement. (JPB)

Suggests how to remind university personnel of the importance of keeping the discourse on higher education open to multiple perspectives. These perspectives also serve to highlight the frequent disparity between the espoused goals of higher education and the values that are embedded in its formal and informal structures. (Author/MKA)

The authors espouse inquiry-based methods of faculty assessment that provide a supportive environment for the faculty member. Effective evaluations also require the study of institutional goals, classroom environments, administrative organization and operations, curricular content, student achievement and the impact of programs on state and…