Adult education in such settings as higher education, workplaces, and community-based organizations demand new approaches to accountability. The process involves answering such questions as What is learning? Who are the stakeholders? When should accountability be examined? For what are program managers accountable? and What tools and strategies…

Presents the results of a preliminary investigation into the innovative capacities of Dutch secondary schools. Defines "innovative capacity" based on a number of factors found in a review of the literature. Finds that transformational school leadership plays a particularly crucial role in the development of the innovative capacities of…

Describes the implementation of the innovative Guided Discovery Curriculum at the National College of Chiropractic. Emphasizes the relevance of biochemical principles to clinical practice through the selection of two clinical cases. (DDR)

Argues that measurable change in student performance should be the standard for making judgments about effective instruction and that these data can serve as an important component in the evaluation of teacher-preparation programs. Describes assessment technologies that allow more direct measures of student learning. (Author/CR)

Examines the nature of transformational leadership and its relation to teachers' changed practices within the context of two Dutch large-scale innovations. Results revealed three dimensions of transformational leadership (vision, individual consideration, and intellectual stimulation) and their significant effects on teachers' concerns, learning…

Analyzes the Chautauqua movement's influence on the development of higher and adult learning in the United States through the latter part of the 19th and into the early 20th centuries, including correspondence education, summer sessions, extension services, university presses, and the introduction of culture to the rural masses. Links to current…

CONNECT is an "incubator without walls" formed by the University of California San Diego and area businesses to spur economic development through creative educational initiatives and partnerships. It focuses on problem solving using multidisciplinary and cross-professional approaches. (SK)

Small colleges can be effective in consortial arrangements because they are more independent and often less fiercely competitive than larger institutions, making better personal relations possible. The Associated Colleges of the St. Lawrence Valley in northern New York, with four member institutions, has expanded student opportunities, shared…

Reports on the first phase of a study of the experiences of university faculty (n=221) in the United Kingdom who introduced innovations in teaching and learning. Suggests that the reasons which motivated these largely individual innovators may not be sufficient to involve other staff in the change process given the risks involved and lack of…

Describes a matrix that can illustrate the educational relationship between a course's learning activities and learning objectives. Discusses the development of the matrix in the context of a first-year engineering design course, and gives alternative applications of the matrix, such as using it in course articulation and using it as part of the…

A Norwegian study of 81 schools in 42 randomly selected municipalities suggests that the principal can promote school development activities among teaching staff by actively creating an innovative school culture. This role (and central-office support) may be more important in secondary than in elementary schools. (Contains 39 references.) (MLH)

A study involving seven special and seven regular educators examined the impact of the implementation of a block schedule on a successful inclusive high school program. Results indicated inclusion and block scheduling were complementary and mutually supportive aspects of school reform in this high school. (Contains references.) (Author/CR)

Reviews Hong Kong's School Management Initiative implementation strategies (rational-empirical, power-coercive, and normative-reeducative), compares them with New South Wales, Australia's strategies, and suggests an appropriate strategy for future reforms. In Australia, changes were radical and thorough (using power-coercive strategies), whereas…

Describes the Learning Support Center (LSC), an inclusive program that provides support services to at-risk and marginal high school students. The LSC uses nontraditional staffing (including sources from outside the school), establishes schoolwide ownership via staff involvement, and uses educational instruments such as the Personalized Learning…

Provides guidance and some guidelines for those trying to gain support for classroom innovations. Includes a chart of some influencing strategies and research-based accounts of some methods that can be employed to garner support. (DDR)