Outlines multicultural knowledge and skills desirable in a teacher education graduate and cites conditions necessary in multicultural teacher education programs: a heterogeneous student body and faculty; a philosophical commitment by the faculty to multicultural education; and use of intercultural teaching strategies. (SJL)

Policy questions related to outcome assessment, such as determining the critical outcomes of schooling and how indicators can be measured, are analyzed. State and local efforts in special education outcome assessment are described, and policy considerations for designing an outcome system that includes students with disabilities are examined. (JDD)

This article reflects upon three issues of policy and purpose of vocational education: (1) providing equality of educational opportunity, (2) the goals of the field, and (3) interpreting the goals for postsecondary preparatory programs. Focus is on postsecondary programs. (CT)

A literature review reveals differing conceptions of the learning outcomes achieved through practicums (workplace learning) in professional education. Five distinct approaches to student assessment are examined. Integration of the practicum with the instructional program provides opportunities for students to bring together a range of knowledge…