In 1988, when a Maine test failed to measure educational accountability in Vermont, portfolios constituted the bottom-up response to needed reform. In 1990, Kentucky's Educational Reform Act mandated assessment by performance-based tasks, including portfolios. Both states feature scoring criteria (rubrics) based on four performance levels and…

Study of the creation of six diverse intergenerational programs identified four common components: (1) a need, crisis, or problem; (2) a committed, responsive leader; (3) a source of encouragement and support; and (4) an accessible linkage system bringing young and old together to solve problems or address needs. (SK)

Developing a timetable for a college fund-raising campaign may be critical to success. Planning involves deciding what tasks to include, how to prioritize and schedule them, and how much time to allot, based on task requirements, institutional size/complexity, experience. Other factors include campus climate, board style, systems readiness, and…

Some of the thinking behind a popular state model for workplace-based education in South Australia is presented, and national implications are discussed. (LB)

This paper notes that terminology should promote respect for individuals with special needs. Definitions of "programing" and "teaching" are examined as they relate to persons with mental retardation, and it is argued that "programing" implies that these individuals can be manipulated to produce desired outcomes, whereas "teaching" implies a wider,…

Explores prison history/development in New Zealand, focusing on recent implementation of progressive prison operation/management program, He Ara Hou. Notes extremely positive results of program, such as higher administrative efficiency; greatly decreased levels of internal disorder; competent, stable workforce; and human product whose senses of…

Of one million incarcerated persons, fewer than 20% recieve educational assistance. Prison education programs and a systematic approach to planning for vocational education are needed. (JOW)

Describes the reorganization of Nebraska's statewide Extension System into multicounty rather than local extension programing units. Includes recommendations to those involved in forming multicounty units. (Author/JOW)

Asserts that parent education attracts entrepreneurial providers who often have no training in adult education. Provides a matrix to identify types of programs by the following dimensions: voluntary vs. mandatory, curriculum focus, evaluation method, human development model used, educator expertise, and instructional processes used. (SK)

This 12-step interactive model for adult-education program planning is based on four assumptions: (1) educational programs should focus on what participants actually learn; (2) program development is negotiated among numerous stakeholders; (3) parts of the model should be used only when applicable; and (4) planners should be ethical. (SK)

Provides an overview of research in educational implementation studies and presents guidelines on what works, and what does not, regardless of ideological bent toward educational change. (MMU)

Adult educators (n=226) recalled incidents of power and influence behaviors in designing and planning programs. Cluster analysis identified four behaviors: shotgun, tactician, ingratiator, and bystander. These power and influence styles related to organizational contexts. Planners' personal characteristics did not affect choice of style. (SK)

Examines development considerations and tips for controlling costs when a university decides to develop an online distance learning service. Use of the interactive Web Site for Determining Costs tool for unveiling hidden costs is highlighted. (GR)

Describes science master's programs that are being designed for students who want graduate training but don't aspire to academic careers. They aim to train scientifically-educated people for the increasingly high-tech workforce without turning every student into a researcher. (EV)

Describes the Futures Project, an initiative funded by the Pew Charitable Trusts to develop the policies and practices essential to the effective evolution of the U.S. system of higher education. Outlines the efforts of the New England Board of Higher Education toward the same goals and describes some specific programs developed in New England,…