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Cultural services and tourism are among the United Kingdom's fastest growing sectors in terms of employment and consumer demand. Cultural services and tourism bring the following elements to lifelong learning: active rather than passive learning; a means of interpreting the world around us; exposure to cultures other than one's own; confidence and interpersonal skills; innovative uses of new technology; team-building skills; an expanding sector that values training and development; an accessible and inclusive environment; buildings and spaces that cost nothing to enter; a powerful means of communicating ideas; the experience of risk in a controlled environment; an opportunity to test the body and the mind; introduction to the natural world and the world of our ancestors; flexibility; opportunities for independent learners; options for learners to determine their own level of engagement; and fun. The cultural services and tourism sectors should promote their contribution and be represented in Early Years and Learning Partnerships. The forthcoming Learning and Skills Council should seek to establish links with cultural services and tourism. The Best Value initiative and new duty to promote economic, social, and environmental well-being will present local authorities with opportunities to take a holistic approach to strategic planning in the areas of education, lifelong learning, culture, and tourism. (Seven case studies are included.) (MN)

The relationships existing among human capital theory, Australian public policy, literacy education, and the plight of Australia's long-term unemployed were examined. The following topics were considered: human capital theory-based public policies and literacy education; social capital and learning; building and using social capital; the "social justice" and "social coalition" approaches to policy; and the notion of "mutual obligation" in social welfare policies. Next, a case study of the effects of policy changes on the long-term unemployed was discussed. The findings of the study, which involved interviews with 23 people (including 15 long-term unemployed individuals who had been or were currently enrolled in adult literacy courses) were shown to support the following conclusions: (1) to be successful, welfare policy related to unemployed persons must address both human and social capital elements; (2) although the skills associated with human capital are important in accessing and controlling the kinds of social factors that come with globalization, they are not enough to prepare individuals to cope with the knowledge explosion accompanying globalization; and (3) adults requiring the "second chance" learning provided in adult literacy and communication education need help in developing the networks, social norms, and trust that is included in the concept of building social capital. (Contains 29 references.) (MN)

The relationship between lifelong learning, active citizenship, and neighborhood renewal was explored in the context of the British government's declared intention to address the consequences of poverty through neighborhood renewal, encourage public participation in renewal, and make lifelong learning a central strategy for ensuring future prosperity and economic competitiveness. The cases of four English cities--Derry, Hull, Oxford, and Portsmouth--and the stories of three individuals on the receiving end of neighborhood renewal and educational policies were examined to identify relevant issues and specific implications of British government policies for lifelong learning. The following were among the implications for lifelong learning that emerged: (1) policymakers should shift their focus away from short-term initiatives targeting the socially excluded and serving institutional interests and toward sustained alliances between education workers and local people; (2) lifelong learning must reclaim its social purpose and become a critical resource to local people in ways that help build their self-confidence and activism; (3) lifelong learning practitioners must establish a committed dialogue with residents of deprived neighborhoods to develop the kinds of educational resourcing that makes sense to them and that can begin to make a difference in their lives; and (4) people must be put before systems. Nine discussion questions are included. (MN)

A model was developed for evaluating formal and informal learning by older adults in a variety of contexts. The model, which adopts a longitudinal approach, focuses on the outcomes of provision and is based on the assumption that outcomes should be evaluated in light of the processes (accessibility and responsiveness of provision, appropriateness of instruction to participants, user satisfaction, and cost) by which they have been achieved. The model was developed with consideration for the essentially unquantifiable nature of many outcomes involving older adults, particularly in informal contexts; however, it includes provisions for supporting qualitative data by quantitative data. The model was used in case studies of the following program for older adults: Discovering New Horizons Group (a 5-day residential program in the Grampian region of Scotland that offers mainly outdoor activities to individuals aged 50 or older); Video in Pilton 50+ Group (a program teaching older adults to produce videos); and Pensioners Action Group East (a pensioner's group in Glasgow, Scotland that operates an education and information center for older adults). The case studies confirmed the model's validity as a tool for funders, policymakers, providers, and participants to use in evaluating local community-based initiatives. (Contains 11 references.) (MN)

The Centre for Continuing Education and Stevenson College of Edinburgh University offer an access course to prepare nontraditional adult students for entry into degree courses in the faculties of arts, divinity, law, and social sciences. A qualitative case study examined why students discontinue the access course. Questionnaires were mailed to all 36 students who had enrolled in the course in 1989-90, 1990-91, and the first term of 1991-92 but had withdrawn before completing it. Most of the 14 respondents reported leaving the course for a combination of reasons. Course dissatisfaction was cited as the main reason for withdrawal four times and as an additional reason three times. Financial problems were cited twice as the main reason for withdrawing and seven times as an additional reason. Ill health was mentioned seven times, personal changes/problems were mentioned six times, loss of confidence in abilities and age were each mentioned four times, and pressure of juggling roles was cited three times. Women were more likely to experience excessive outside pressures. Responses regarding available academic facilities and support were mixed. Personal support services were generally not being used effectively, and respondents' attitudes toward staff development and quality of teaching depended largely on their previous educational experiences. (Contains 16 references.) (MN)

This paper discusses the migrant adolescent in Australia; specifically, the migrant of European origin, both newly arrived and Australian-born. The migrant experience can be perceived as being a dynamic psychosocial process that is uniquely experienced by each individual. In this process, the migrant adolescent has to deal simultaneously with two cultures while also trying to achieve a sense of psychological separation from the parents and a unique personal identity. Such a developmental stage can be fraught with family tension and conflict. The experiences or choices of one individual can be in accord or conflict with another in the family. The migrant adolescent may not have the support of the normal stability of the family to rely on, as the family members may also be undergoing social and role change. The universal generation gap can become a gap between cultures and may appear to some adolescents to be unbridgeable and unresolvable. Results for some can be increased family conflict and heightened individual anxiety. A case study illustrates the way in which cultural beliefs can be understood when looked at in the cultural context in a counselling situation. Practical suggestions for working with migrant families conclude the discussion. (RH)

The effectiveness of parent choice plans requires that schools-for-profit be given an equal opportunity to compete with government and nonprofit schools in the educational marketplace. Little information is available about schools-for-profit because most states do not gather separate statistical data on that category. However, the following characteristics can be derived from case studies that include evaluations of the Sylvan Learning Center, Huntington Learning Systems, and the Encyclopedia Britannica: (1) many elementary schools-for-profit offer day care programs as an add-on service; (2) policy decisions are made with regard to profitability; (3) the largest group of schools-for-profit serves the handicapped or disabled; (4) college counseling services are emerging in the for-profit sector as a result of parent dissatisfaction with high school counselors; and (5) out-of-school educational services, such as summer camps and music lessons, comprise a significant share of the for-profit market. The following advantages of schools-for-profit are discussed: (1) the producers have a direct personal stake in increasing productivity; (2) they are more responsive to parental inquiries, needs, and interests; (3) instructional services can be eliminated, modified, or added much more expeditiously than in public schools; (4) they are free from the restriction of state regulation and prescription intended to maximize teacher benefits; (5) they reduce the litigation costs of public education; (6) they provide an accurate guide to parental preferences; (7) they are responsive to changes in market conditions; and (8) they provide students with direct exposure to the principle of the generation of wealth. (FMW)

The opinion in this paper is that there is a need to reexamine the meaning of constructivism in an age where the concept has come to mean different things to different people. This paper examines one person's understanding of constructivism in order to uncover multiple meanings of the term in ways that ultimately affect teachers' practice in K-12 education. The case study and its associated analysis is a combination of a case study that is biographical and a critical analysis of what is meant by constructivism, using personal perspectives and guided by the insight gained through the case study. Data for the case study came from the published and unpublished writings of the subject and interviews conducted with the subject. The critical analysis is in part a hermeneutic review of the literature. The paper concludes by linking various meanings of constructivism to three problematic areas: confusion over what is meant by knowledge, identification of who learners are, and the application of constructivist theories in classroom practice. (LZ)

This paper provides a review, followed by a critique, of Kenneth M. Coffey and S. John Obringer's article entitled "A Case Study on Autism: School Accommodations and Inclusive Settings." Coffey and Obringer's intriguing and informative article provides new insights regarding the effects of autism socializing disorder (ASD) and its impact on a growing number of school-age children throughout the United States. It consists of an excellent case study from two sets of semi-structured interviews with the mother and father of two siblings diagnosed with autism. In their study, Coffey and Obringer's focus on the lives of this family with two autistic siblings and efforts through their schools and their community to ensure inclusive settings for these children based on their special individualized needs. This paper will include an overview of the article and its contribution to the field of disability studies. It will also include a detailed analysis of the article's strengths and weaknesses, with regards to the study's primary focus, background methodology, findings, conclusions, and further directions.

First-hand experiences in learning art are very important. In Hong Kong secondary art, teachers must follow the syllabus and examination schedule suggested by the Education Department. Thus, these teachers cannot undertake art projects because they are locked into the structure of the syllabus and the limits of the timetable. This paper investigates two artist-in-residence projects implemented in Hong Kong. One project is an artist based in a secondary school and the other is an artist based in the studio. The paper finds that the students had greater exposure to various artforms and developed new ideas to make their work more creative. The art teachers participated in different activities and gained new ideas and stimulation for teaching. The paper concludes that, through their participation in teaching and exhibitions, the artists made successful contributions to schools and the community. (Author/BT)

This paper discusses some misconceptions about person-centered therapy being incompatible with brief counseling. Three major reasons contribute to why the person-centered approach has been omitted from the literature related to brief counseling. First, brief counseling was initially identified with the cognitive-behavioral school of therapy. Second, the person-centered approach is considered more of a philosophy. A third misconception concerns the misunderstanding surrounding empathy. In reality, therapists in short-term, time-limited situations are using many aspects of the person-centered approach. Both therapies share approaches that are based on similar beliefs, such as: psychotherapy should be formulated to meet the uniqueness of the individual's needs; every individual has the potential towards growth; and therapists realize the significance of the therapeutic quality of a solidly built relationship. Included in the paper is an excerpt from a third session (out of 10 sessions) of a person-centered brief therapy with a 30-year-old woman who is working on improving her low sense of self-efficacy. (Contains 14 references.) (JDM)

This paper contends that the most difficult task facing state policymakers is to understand that the strong feelings on both sides of the reading debate may not be truly reflective of the choices before them--it is not a choice between teaching reading through phonics or whole language. The paper states that a good whole language program must include phonics, and that good phonics instruction, while essential, is only part of an effective reading program. The paper discusses the situation in the state of North Carolina as representative of what has been happening across the nation in reading instruction. The paper concludes that policymakers in all states should seek to walk a fine line between the more singleminded positions on either side of the reading debate to promote an approach that really is based on strong evidence of effectiveness: that means a balanced approach, and it means recognizing that "balance" will mean different things for different children and will require being able to assess accurately each child's instructional needs. (NKA)

This report explores three models for the relation of literacy to larger curricular concerns: a Skills Model, an Instrumental Model, and an Inquiry Model. The paper suggests that after two decades of intense research on reading, a number of teachers and researchers are beginning to ask whether a narrow focus on reading distorts the view of learning and whether a curriculum centered on reading constrains what can be done in the classroom. Because of these concerns many educators have turned to literacy-across-the-curriculum approaches. The paper explores in some depth the Inquiry Model's conception of the role of reading and writing within learning. A possible realization of the model presented in the paper is suggested through a detailed look at one class in an undergraduate preservice teacher preparation program. Contains 44 references, 4 notes, and 5 figures illustrating various models of learning.) (RS)

This paper discusses the origin and philosophy of the whole language movement, focusing on the learning theory, language attitudes, language acquisition, and reading processes employed by the approach. The roles of teachers, learners, parents, and student evaluation in the whole language approach are then examined. The paper then addresses how these philosophical and theoretical principles are practiced in the classroom through descriptions of whole language practice at Sunnyslope Elementary School in Phoenix, Arizona. The paper concludes that the whole language approach can be a highly effective technique for first- and second-language instruction. Its ultimate goal is to foster the self-recognition, self-growth, and self-development of individuals to the fullest extent. A 30-item annotated bibliography is included. (MDM)

Noting that a number of Australian states have adopted a functional model of language in their English syllabus documents, this PEN explains the term "functional model" and explores the implications of a functional approach to the teaching of English across all key learning areas in the Australian primary classroom. The paper notes that the term "functional" comes from the systemic functional theory based on the work of Michael Halliday. The paper next discusses the assumptions a functional approach takes, including language as a social process, spoken texts are just as complex as written texts, and the context in which language is used determines its appropriateness. The paper also discusses terms used in the functional model (including "field,""tenor,""mode") and three levels of language (semantic, lexicogrammatical, and graphophonic). The paper discusses implications for teachers, such as valuing the diversity of language backgrounds, providing meaningful language activities, valuing talk, and using real texts (both literary and factual). The paper then presents a short case study illustrating implications for students. The paper concludes with advice for teachers on how to begin. Contains seven references and a list of five additional resources. (RS)

This paper presents a case study of the issues facing a hypothetical university that is attempting to devise and implement a multicultural core curriculum. It focuses on the actions of the chair of the Academic Affairs Council of the university, who must work with the Council and the Faculty Senate to develop the core curriculum. After allowing faculty representatives from a number of minority groups to have input on the curriculum change, the Council voted to add two new categories of courses to the core curriculum to meet the multicultural requirement. To the chairman's surprise, the faculty senate approves the measure by only a narrow margin after heated debate. A groundswell of protest to the move arises from many students, faculty, parents, and alumni of the conservative institution. The president of the university then threatens to veto the curriculum change, an unprecedented move. After presenting the case, the paper analyzes the chairman's leadership skills, criticizing his unwillingness to foster a truly participatory, open atmosphere before, during, and after the decision-making process. Specific actions that the chairman took are examined, along with alternatives that would have allowed the decision-making process to work more effectively. (MDM)

This case study presents a first-hand account of learning to teach, occasioned by an educational researcher's consultation visit to Thailand. The visit entailed the teaching skills of lecturing, and conducting workshops and consultation meetings. The difficulties of this task were exacerbated by the consultant's lack of prior formal teaching experience and are comparable to experiences shared by all new teachers. Not unlike many novices, the consultant had formed a number of ideas about teaching and learning that influenced the ability to teach and the ability to learn more about teaching. The paper describes difficulties both in learning about the audience and in learning how to present ideas to an audience. The paper is organized into three main stages of learning: (1) initial ideas developed about teaching through other experiences; (2) advice received prior to the trip; and (3) what was learned in the actual teaching situation. The description of the third stage includes a discussion of the teacher's role as a connector of subject matter to learners, the importance of understanding both subject matter and learners, and learning to teach to audience expectations. (LL)

This paper traces the origin and development of bilingual education in Nigeria. Necessary facilities for a successful implementation of a bilingual education policy in a developing country such as Nigeria are discussed. The paper argues that, although there was a genuine need for Nigeria to embark on a bilingual education policy in the first place, the policy was, however, too ambitious and unrealistic. It is further argued that, due to lack of foresight and due to inadequate planning, certain fundamental issues were ignored that were essential for the policy to succeed. Consequently, the difficulties being experienced now with its implementation are only a prelude to a predictable total demise of the policy. (Author/JL)

This paper recognizes that critics of the "plain language movement" point out that what is "plain" to one audience may mystify and confuse another. It adds that questions such as "Plain language for whom?" and "How can we know whether a text is written in plain language?" raise legitimate concerns about the danger of ignoring the fact that what is "plain" is relative to the particular audience reading and/or using a text. The paper addresses these questions by illustrating a concrete and empirically tested procedure for revising texts to meet the needs of expert or lay audiences. Specifically, the paper details protocol-aided revision--a procedure which employs readers' responses to texts to guide revision activity--and demonstrates why actual reader feedback is the most sensible and effective criterion for deciding whether a text is written in plain language. It provides two case studies of texts that were revised for comprehensibility using protocol-aided revision, underscoring the point that plain language is more than verbal text alone; it includes effective integration of visual and verbal text. The paper also presents a cognitive model of the process of protocol-aided revision. The paper may interest both proponents and critics of plain language because it argues for a redefinition of plain language and suggests a method for assessing if plain language goals have been met. Nine figures of original texts, user protocols, protocol aided revisions, and sample reading protocols are included, and 57 references are attached. (Author/PRA)

This issue paper is based on recommendations of a February, 1991 meeting on promoting child health through Part H of the Individuals with Disabilities Education Act (IDEA). Part H emphasizes family-centered care; service coordination; comprehensive services; collaboration among service providers and funding sources; outreach to traditionally underserved groups; and systematic, appropriate training. The first section of this issue paper, "A Welcome for Every Child," presents agreed upon basic principles and guidelines to support the health and development of infants and toddlers. The second section, "Lessons from Infants, Toddlers, and Their Families," uses four case vignettes to explore ways of providing both common and individualistic health and developmental needs. The third section, "Roles and Responsibilities," examines roles of families, health care providers, and other early intervention professionals. The final section, "Policies to Support People," suggests strategies that professional associations and educational institutions, as well as legislative and administrative bodies, can use to support health promotion through Part H. Appended are a list of 75 references and a list of the meeting participants. (DB)