In 3 community-based programs, 170 adult educators and 386 older adult participants were surveyed. Top five outcomes goals for both groups involved vocational development, personal growth, general knowledge, basic education, and health education. Differences were largely in rank ordering. Educators also ranked process goals; educational climate…

Provides an overview of an interview/discussion with Njeri Fuller, a court reporter. Points out that the key to Fuller's consistent successes was being persistent. Concludes that a student can have it all: high grade point average, constructive social life, and exploration of potential careers. (PA)

Much emphasis is placed upon social and personal development opportunities available from outdoor education in the residential setting. The vagueness of terms used to describe the outdoors contributes to its marginalization in the activities of outdoor centers. Outdoor educators need to explore ways of giving nature a more central role in the…

"Virtual" conferences can be frustrating when interactions trigger information overload, topic drift, or aimless conversation. Long-distance learning improves when educators identify objectives, define participants' roles, create an ambience, nourish conversation, provide feedback, adjust the pace, support and recruit members, summarize…

What William Spady calls "educentric" standards are clear, rigorous, discipline-based principles that will help prepare students for any future direction. The American Federation of Teachers supports the standards movement because members want all kids to have access to a rich and challenging curriculum and be motivated to achieve at…

A 1990-91 survey received 290 responses from 404 secondary schools in Thailand, of which 182 had an agricultural program. The respondents rated goals, principles, and standards, and their answers were used to form a program model for secondary agriculture curriculum development. (SK)

Criticizes America 2000 as an archaic document full of facile slogans rather than substantive reform strategies. (SK)

In groups, 49 accounting students completed a 5-week analysis of audit reporting issues using cooperative learning. Positive student reactions and achievement suggested that contemporary active learning approaches are compatible with the traditional accounting goal of preparing for the Certified Public Accountants examination. (SK)

Interviews with 36 part-time adult students showed them to be in 2 distinct groups: those for whom there was a clear link between educational participation and life transitional events and those for whom no linkage was apparent. The latter appear to participate for intrinsic interest with no immediate instrumental goal. (SK)

Suggests that teachers must discover how geography can provide students with an understanding of the contemporary world in which they live. Describes the basic task of geography in general education as providing the basic understandings of human use of the earth. (DK)

The history of grading offers little support for current grading practices. Alternative methods such as mastery, student self-comparison, contracting, multiple grades, and the point system should be examined in the context of philosophical issues to determine new grading policies. (SK)

A survey of 154 exemplary technology teachers, 154 math teachers, and 154 science teachers (52% return) showed that math/science teachers do not perceive technology education as a discipline for developing cognitive strategies and did not recognize characteristics of technology education methods, curriculum content, and potential for integration…

Defines five areas of proficiency that students who join the work force of the early twenty-first century will need. Considers the implications of these seen in the context of the English curriculum. (HB)

Argues that the acquisition of foreign languages by U.S. students must be established as a national priority to secure the linguistic capabilities necessary to help shape and participate in the future of the shrinking, yet increasingly complex international community. (CB)

"Open pedagogy," a teaching philosophy is discussed and described. In open pedagogy, both content and progression are determined by the participant's needs, preferences, and life experience. The goals stress receptivity and proficiency in expression and the development of relational language. (SR)