Drawing on personal experience, a school principal discusses the importance of creative drama as a teaching tool. (Author/MP)

Demonstrates that the gap between research and implementation in the teaching of English is no larger than the gap between the conception of innovations in other fields and their realizations. (DD)

Patterns of change and apparent progress in education seem to have followed forecasts outlined in the educational literature. (JD)

Examines the fate of 25 innovative instructional programs implemented in 1971-73 as a result of state legislation. Arrives at seven conclusions about why some programs (seven) were still in existence eight years later and why others were not. (IRT)

Board members would be wise to use their power to keep superfluous or worthless innovations from wasting time and strangling schools. (Author/IRT)

Argues that the lack of success of educational broadcasting in some developing nations is due to its inflexibility. Correspondence study through tape distribution centers is discussed as a means to increase flexibility. The innovator in education is urged to listen to user complaints, rather than dismiss them as conservatism. (BD)

The program examined was designed to influence student attitudes toward school by changing teacher attitudes and behavior. Field observations suggest the importance of methods of entry, the significance of particular events as turning points, and the flow and ebb character of the fate of innovation. (Author/IRT)

Includes two theme articles. "Pedagogical Innovation in Danish Vocational Education and Training" (Nielsen) describes how the Danish system uses development projects to drive innovation. "New Trends in Vocational Training. Two Examples of Innovation from Portugal" (Ambrosio) addresses how the context of the new Europe spurs…

Discusses how dire, long-term financial pressures for both public and private colleges and universities could lead to a fundamental restructuring of their organizational and learning systems around the most promising innovations in teaching and learning. Offers three organizing principles and seven transformative actions. (EV)

The chancellor of the City University of New York says that public institutions of higher education can convert daunting budgetary challenges into opportunities for innovation. Representatives of the University Kansas, Kent State University, and Southern Illinois University also offer their perspectives. (EV)

Discusses the paradigm shift toward more open and flexible learning and training options through telematics, based on experiences of the TeleScopia (Trans-European Learning System for Crossborder Open and Interactive Applications) Project, sponsored by the Commission of the European Community. (LRW)

Replies to J. P. Smith III's (1997) and R. Prawat's (1997) criticism of problematizing mathematics. The basic notion of problematizing is clarified and differences in interpretation between the authors are identified. Hiebert et al. assert that, although the principle of problematizing mathematics has unresolved difficulties, it should still be…

Provides a history of teacher education, career and technical education (CTE), and career and technical teacher education. Looks for the four major factors that have an impact on CTE teacher education: approaches to teaching and learning, infrastructure, teacher licensure and standards, and innovative programs. (Contains 81 references.) (JOW)

Examines the recommendations of the Task Group on Assessment and Testing (TGAT) report, particularly emphasizing the sections on teacher assessment. Reflects upon the actual recommendations contained in the report. Finds the report not to be as progressive as was previously thought. (KO)

The object of the unorthodox and popular course is to teach students how to be innovative and entrepreneurial, take intelligent risks, and be creative. Students must create a consumer product or service and market it, using academic and personal experience of successes and failures for insight. (MSE)