This article explores the different conceptions of culture and cultural process and product goals in education to show how liberal education and multicultural education are related. (DF)

Recounts the formation of new policies for vocational education that have been legislated in Arizona. (SK)

If students can see a clear reason for comprehensive examinations and have a model to follow in preparation, they will learn more and their test anxiety will be reduced. A history of doctoral examinations is presented, and how students might be helped to prepare for them is discussed. (RM)

Analyzes the ways historians of education have incorporated children and youth into their histories in the past decade. Covers works viewing children as objects of regulation, workers, endangered, disorderly, taught, and learners; and discusses the ways these views of children have affected views of the role of education. (Author/AYC)

Mandates related to computer education have made their presence felt nationwide. Provided are ideas about and suggestions for computer training in schools and teacher education to help determine the content behind these mandates. These include making computers tools in all curricula and continued teacher retraining without mandates. (JN)

Surveyed 235 rehabilitation educators to identify their perceptions of actual and preferred instructional emphasis in bachelor's, master's, doctoral, and continuing education programs. Results suggested a preference for greatest emphasis at the master's level, with a preference for strong research rather than clinical practice focus in doctoral…

Professionals often neglect problem-setting because of a preoccupation with problem-solving. Missions, goals, and objectives are products of problem-setting that are important to the process of professionalization. Professionals should become more reflective and reflexive in their approach to problem-setting. (Author/DF)

The responsibility of connecting theory and practice when developing physical education units falls on the teacher rather than on the theorist. The teacher is most familiar with the students and environment where the program takes place. Suggestions for connecting theory and practice are discussed. (DF)

The main findings of a meta-analysis of 23 research reports were the following: giving behavioral objectives, learning directions, or questions before an instructional text is read leads to some improvement in the learning of goal relevant material; however, these preinstructional acts impede the learning of goal irrelevant materials. (Author/BW)

A survey of 250 successful people from diverse educational backgrounds was conducted to measure their retention of terms and facts studied in elementary social studies, English, and math. Results suggest that much of the elementary school curriculum is not necessary for successful adulthood. (TE)

The author discusses curriculum planning and reform, especially the theory of Mathematics education outlined by T. P. Nunn prior to 1920. This article is a continuation of SE 515 504, 516 064, and 516 353. (SD)

Author calls for a period of calm and consolidation, to allow schools to tackle the fundamental problems of a comprehensive system. (Editor/RK)

Discusses the need for creating conditions more favorable to worldwide accommodations with the accent on ways in which such desirable developments may be fostered. (Author/RK)

In extracts from papers to be given at a conference of the Programme for Reform in Secondary Education (PRISE), this report suggests that schools have too narrow and static a concept of work. (Editor/RK)

States that if educational equality is defined, not in terms of equal learning facilities and equally well qualified teachers, but in terms of equal outcomes, equality has not been achieved. True equality implies recognition of learning as life-long process, for the purpose of self-fulfillment. (Author/RW)