The typical bargaining paradigm is described and the limitations of general theories of bargaining are discussed. The results of relevant experiments are then reviewed and evaluated. (Editor/RK)

An analysis of the conceptual framework of recurrent education, in which the student is moving from organized learning to a work setting, returning to the educational framework for supplemental experience, then back to work on a recurring basis. (WL)

Congressman Quie, keynote speaker for the special needs section at the American Vocational Association convention, expressed concern about vocational education's commitment to the disadvantaged and handicapped, while Barbara Kemp, luncheon speaker, gave State supervisors her insights into definitions contained in the new Federal vocational…

Provides precise definitions of the terms literacy and basic skills and shows the natural connection between them. (HOD)

Discusses multicultural education policy in Canada in terms of a proposed redefinition toward a framework involving revision of the norm to include all groups of students. Argues that although the vision of multicultural education presented in Ghosh's book provides valuable suggestions of what multicultural education in Canada should be like, the…

The formative-summative distinction in evaluation is defended as a reasonable way to classify evaluation activities. Context ultimately defines the formative or summative functions of evaluation. The characteristics of an evaluator are defined, and points of agreement with the other contributors to the forum are noted. (SLD)

Discusses the concern over the lack of employability competencies that high school and college graduates bring to the workplace. Suggests that the dissatisfaction is often with what are called "soft skills" or one of many other terms. Attempts to clarify the semantic confusion regarding workplace competencies. (JOW)

Briefly reviews the complexities surrounding the definition of giftedness and explores the problems of identification from the point of view of the regular classroom teacher. Discusses developing a definition, the behavior problems of gifted students, and the differences between bright children and gifted students. (Author/CR)

Addresses the definition prevalent in writing center scholarship that divides centers into rigid ideological categories with specific, often metaphorical names and distinct activities, theoretical foundations, and sense of place within academic institutions. Argues that situating writing centers within these separable categories brings the danger…

Traces changes in the concept of argument. Results of three studies (of 5-16 year olds, of transition from high school to college, and of higher education) are used to form a working definition: arrangement of linguistic, visual, and/or physical propositions in engagement with one or more points of reference to change or assert a position. (SK)

In the 21st century, the redefinition of teacher professionalism will include three primary features: recognizing oneself as a learner; using that learning-centered spirit to transform schools into learning organizations; and reasserting one's own moral autonomy to provide space and time for serious, reflective thought and study. This redefinition…

Makes several points relating to personal essays: (1) personal essays can be defined as having "presence"; (2) the personal essay is both historically and currently a relative rarity; (3) "personal" does not necessarily mean a display of innermost self; (4) voguish denials of the human subject militate against the personal essay; and (5) personal…

Nine defining attributes of skill and skilled performance are as follows: skill is learned; content and contextual knowledge is important; skilled performance is goal directed and requires motivation; schemata are prerequisites; relevant problem solving is involved; skill involves relative judgments with individual performance differences;…