Discusses elements in selecting program content in the design of industrial arts curricula: the cluster approach, using a trade-and-job-analysis approach to curriculum design, or the concept approach, which takes a broader emphasis from the social institution of industry and the knowledge base of technology. (MF)

Describes "Action Learning" programs which intend to broaden the traditional definition of schooling to include community-based experiences. Discusses the implications of this type of model for teacher education--particularly the in-service aspect. (Author/RK)

Provides a model for a comprehensive reading program which has five components: the content teacher, the reading consultant, the developmental reading teacher, the remedial reading specialist, and the support staff. (HOD)

Describes the development of a joint continuing education project composed of 20 colleges and universities in northeastern New York which became part of a continuing education consortium. The advantages and limitations of this type of cooperation are outlined. Replicability and viability of the continuing education consortium model are also…

Provides background information on environmental issues and conservation within Myanmar (formerly Burma). Discusses environmental education, focusing specifically on primary education in Myanmar. Explores the effectiveness of environmental education by using four questions to guide the evaluation, such as why environmental education is taught and…

Discusses the creation of the project, "Internet2," that was developed due to concerns about the Internet's ability to meet educational and research needs. Explains that "Internet2" is seen as a vehicle to ease concerns and also be a useful tool in teacher education. (CMK)

Discusses the use of apprenticeships in music education focusing on the benefits of this approach for the students. Describes the Apprentice Adjudicator Project (AAP) that enables undergraduate music education majors to observe experienced music teachers during a festival. Includes apprentice and adjudicator survey forms. (CMK)

Focuses on the outcomes of the Research Commission and Task Force Chairs of the National Art Education Association strategic planning meeting. Explains that the Commission and Task Forces developed a six-year, three-phase, research plan focusing on three primary areas: (1) research topics; (2) funding; and (3) dissemination. (CMK)

Presents the results of a study on the Mofet system (Israel), founded by immigrant teachers in 1991 as an effort to educate Russian immigrant children. Argues that although the success of the system is linked to the general education system's failure to meet immigrants' needs, it does not express Russian immigrant's desire for socio-cultural…

Describes a pilot program designed to incorporate a deliberate psychological educational framework into the training of law enforcement officers and criminal justice students. Finds that participants in the deliberate psychological education intervention achieved significant gains when compared to a control group of participants receiving ethics…

Explains the reasons for the British Quality Assurance Agency for Higher Education's benchmark statements providing a background on the benchmarks and a discussion on the preparation of the benchmarks. Introduces the articles within the symposium called the "Benchmark Standards for Higher Education." (CMK)

Provides a copy of the British benchmark statements for geography in higher education by the Quality Assurance Agency. Includes the introduction, aims of an honors program, knowledge and understanding, student skills, abilities and attributes, processes and contexts of learning, assessment, standards and levels of achievement, and the conclusion.…

Reviews the benchmark statements of the Quality Assurance Agency for Higher Education in the United Kingdom. States that overall the statement gives a positive view of the geography discipline and can be regarded as a constructive exercise worthy of adoption. Discusses two challenges that emerged. (CMK)

Focuses on the benchmark statements of the Quality Assurance Agency for Higher Education in the United Kingdom. Addresses the document "Geography for Life: The National Geography Standards" created within the United States. Believes that the benchmark statement is useful for geographers within the United States. (CMK)

Reviews the benchmark statements of the Quality Assurance Agency for Higher Education in the United Kingdom. Examines the various sections within the benchmark. States that in terms of emphasizing the positive attributes of the geography discipline the statements have wide utility and applicability. (CMK)