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This article reports on a team, chaired by the Registrar Denis McGrath of Ireland, under the EUR-ACE Project to examine the policies and operation of the Russian Association for Engineering Education. The association has the authority to grant the EUR-ACE Label to its accredited programs beyond November 2008. But this responsibility may continue or end depending on the results of the review.

There has been much debate in recent years as to the amount and type of mathematical knowledge that teachers need to acquire. One set of recommendations is provided by the Mathematical Education of Teachers (MET) report, produced jointly by the American Mathematical Society and the Mathematical Association of America. This paper reports on efforts at the University of Wisconsin-Milwaukee to implement the MET report recommendations for pre-service elementary and middle grades teachers, in the contexts of teacher education programmes and the teacher licensing structure of the state of Wisconsin. Data is also presented on the results of teaching the resulting courses to in-service teachers. [ABSTRACT FROM AUTHOR]

The article focuses on the new careers in adult education. To meet the rapidly growing need for qualified personnel to administer adult education programs the Institute of Adult Education at Teachers College, Columbia University, has developed training programs for such careers as adult education consultants in the United Nations and UNESCO; managers or administrators of training in industry, civil government and armed forces; directors and field representatives of university extension services; and directors and teachers of adult education in schools and community colleges. Candidates must meet requirements for admission to graduate study at Teachers College. The Institute also carries on surveys, research and short-term conferences and workshops for those leaders who are more interested in study of specialized problems than in long-term professional study leading toward a degree.

The article discusses the highlights of a one-day educational program IEEE Emerging Topics on Communication Systems (ETCOMS) held in Kolkata, India on February 2, 2013 by the IEEE Communications Society Kolkata Chapter. Topics addressed include the initiatives being taken by the Chapter to organize educational programs to reach out to its members, the importance of collaborative programs and a framework for trading of wireless networks. Also covered are topics on green wireless communications.

ICCROM has had a significant impact on the heritage conservation field though international training programmes such as its Architectural Conservation course, which ran for thirty years. This paper discusses the history and evolution of the Architectural Conservation course in the period 1982–92, from the author’s first-hand experience. [ABSTRACT FROM AUTHOR]

In a recent paper in this journal it was suggested that the conventional knowledge practices of disciplines are the fundamental obstacle to mutual understanding between academic experts. Such a position, we argue, underplays the institutional relationships that recreate expert and disciplinary divides. To demonstrate our case we discuss how in the UK the evolving relationship between the government and research councils has crucially altered the context for efforts to stimulate interdisciplinary research. Our analysis highlights the scope for changes in institutional structures and practices that would facilitate broader and more encompassing research into complex sustainability problems. [ABSTRACT FROM AUTHOR]

Copyright of Life & School: a Magazine for the Theory and Practice of Education / Život i škola : časopis za teoriju i praksu odgoja i obrazovanja is the property of Zivot i Skola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Far today's college students, who grew up in a post-Cold War era, the fall of communism in Europe is far removed from their experiences and intuition. This presents professors with challenges, as they educate a population whose age limits their background and understanding of recent history. This paper details an innovative international experience aimed at helping students to learn about and appreciate these events. The Slovakia Scholars Program at Longwood University offers a multidisciplinary approach that combines a year-long noncredit seminar with international travel. Time is used efficiently and the Eastern European destination allows the program to be offered at a low cost. Assessment of students suggests that a great deal of learning is accomplished--it is both meaningful and life changing. Universities can apply this model to other destinations based on the expertise of faculty members and needs of students. [ABSTRACT FROM AUTHOR]

Learning from others in education through study visits and direct observation has a long history. It has always been comforting to expect to avoid mistakes by taking advantage of others' experience. This expectation is even stronger today in our endeavours to create a European future. Yet these are not always successful. Education institutions are too complicated and closely interwoven with society to allow for an easy and clear understanding of their functioning. This paper looks critically at the character and the prospects of study visit programmes. It identifies the difficulties and the pitfalls of study visits and investigates the circumstances under which such visits can really contribute to successful policy-making and problem resolution. [ABSTRACT FROM AUTHOR]

The ‘LTI Set’, consisting of 20 Laws of Complexity, a Taxonomy of the Laws of Complexity, and five Indexes of Complexity, is proposed as the core of a developing science of complexity that is applicable to resolving complexity in organizations. The LTI Set links to these included topics: Alternative Science-Free Organizational Practices; Educational Practices Appropriate to Complexity; Quality Control of Science; Applications of the Science of Complexity in Organizations; Enabling Conditions for Effective Organizational Practice. A critical condition for significant advances in resolving complexity is that the organization recognize the strong, even dominant, behavioral aspects of complexity, as reflected in the Laws; and take account of these in redefining the main role of top management. That role is to set up and administer a responsive corporate infrastructure to meet the demands of complexity, along the lines set forth here. Further advances in behavior can be made through new educational programs that reflect older scientific values applied to the challenges of today, in contrast to reliance on unwarranted assumptions that undermine organizations. Appropriately remodeled to reflect the relentless demands of complexity, the university can become a model for other institutions in society. Copyright © 1999 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The article provides information about the 52nd Annual International Convention of the Council for Exceptional Children to be held in New York City on April 14-19, 1974. The responses received by the Advisory Committee have been distributed to the committees and are now in the final review and scheduling process. Detailed planning is required in the total convention week with time line commitments which make extensions impossible. A criteria is also established for accepting papers, including those which contribute to the teacher learner environment, those which speak to innovative teaching practices, research applicable to instructional programs, and presentations which deal with expanding educational options for exceptional children.

A creative partnership of public administration professionals and academics was formed to strengthen local management education in the state of West Virginia. The city manager practitioner group, a professional association of practitioners and academics, and the public administration program at the comprehensive state university joined together to improve understanding of and preparation for local government management. The cooperative effort to improve local management education and to extend practitioner-academic relationships was developed in the course of a number of meetings. The general goals of the cooperative effort were to interest and educate graduate public administration students in local management and to enrich the local management professionals and academics participating in the program. This program for improving local management education is readily adaptable to other locations and to other practitioner and academic groups. The major program components of practitioner taught seminars, intensive internships, colloquia and workshops, and student field research are easily modified to different situations.

This article presents a bibliography of articles related to the academic program accreditation. The list includes "The Accreditation Process: A Position Paper Adopted by the Association of American Library Schools, January, 1979"; "Accredited Home Economics Units"; "Accreditation of Adult Education Programs in Higher Education," by Grover J. Andrews; "Two Cheers For Accreditation," by George Arnstein; "Accrediting Degree Programs in Public Relations Education," by J. Carroll Bateman; "Accreditation From the Other Side," by Kenneth E. Beasley; "Strengthening Accreditation," by John Berry; and "Evaluating the Accreditation Committee," by Russell E. Bidlack.

This paper deals with the phenomena of self-help groups of criminals. The group which the study centers around is called the Self Development Group (SDG). Since no effective method of treatment had been developed or implemented following the principle of total absence of professional staff, the SDG came into effect then as a formal organization. Structurally, SDG is similar to Alcoholics Anonymous and Synanon. It is a voluntary organization which recruits its members through personal contacts and educational programs conducted in various correctional institutions where groups have been set up. The official criteria for membership are simply a desire to stay out of prison and a willingness to help others do the same. Moreover, there are no dues collected from the members. All that is asked is that they make a meaningful contribution to the group in terms of attendance and discussion at meetings. Each group that meets in prison is limited to ten members. In respect to the age variable, the members are significantly younger than the general population. Moreover, the services which SDG offers to a man upon his release from prison are discussed so that he knows what to do and is assured that when he is released from prison he will have the same type of concern and help that he had while in prison plus the added assistance of a ride home and some money to help get a start in the community. The concept of a group of this type that can operate in the total institution with the kind of interaction which can interest and benefit convicts and also be viable in the community where the hardest adjustment problems are encountered is most encouraging and interesting in these times of deep concern for law and order. Certainly more time should be spent in the study of this phenomenon. Groups such as SDG should be sanctioned and encouraged if the research reveals that their efforts are indeed beneficial.

This article presents information on the Direct Selling Education Foundation (DSEF). It is informed that the DSEF was established to improve the image of direct selling in the mind of the public. To that end, DSEF undertook to provide educational programs that would accomplish this objective. Over the years, DSEF has initiated a number of programs aimed at the academic community and the consumer advocate community in its effort to fulfill its mission and achieve its goals. In pursuing their mission, DSEF has been at the forefront of the creation of programs that have addressed problems in education. Visionary members of the Direct Selling Association created the DSEF. Since 1982, DSEF has sought to create and implement programs that are both up-to-date and pedagogically sound. DSEF has operated on the basis that change is constant. A sure sign that DSEF is a learning organization is that DSEF has initiated many programs, ended some programs, and resurrected a few programs. In all cases, DSEF programs have been created with a great deal of planning and forethought. In all cases, DSEF programs have been successful in contributing to their mission and objectives.

The article describes the nonmilitary program in science carried out under the aegis of North Atlantic Treaty Organization (NATO). The Advanced Studies Institute Program has been the most successful of the NATO scientific programs and in some respects it is outstanding among the generally recognized international science programs. A number of institutions for the support of particular branches of applied science have been established within NATO. international collaborative projects in fields such as oceanography and meteorology and international collaborative projects in other fields are included in the programs.

Evaluation of educational programs in zoos and aquariums is a growing area of interest for researchers and professionals. In this review, the authors examine the literature that focuses on these settings. They then discuss evaluations that have been conducted in institutions accredited by the Association of Zoos and Aquariums in relation to knowledge, attitude, and behavior changes in visitors and program participants. The authors also address the motivations for evaluation as well as the constraints and barriers frequently cited in the literature. Last, the authors discuss adaptive management strategies at these institutions as a result of evaluation practices. [ABSTRACT FROM PUBLISHER]

The article presents the views of individuals who have experience in various aspects of developing online industrial-organizational (I-O) degree programs, both undergraduate and graduate. The experts discuss best practices for such a program as well as its pedagogical challenges. The possibility of a successful online program in I-O and its implications for the institutions' traditional on-campus I-O program are also highlighted.

This article assesses the network development and promotion of the learning region model in HEIs in the framework of the European Higher Education Area (EHEA), focusing on quality, partnership and social equality in the Hungarian context. It argues that the learning city-region model can be used and put into practice in many different ways for a new learning climate to occur, as in the case of the Pécs Learning City-Region Forum. However, there are parallel ways to implement the model for HEIs. The first is a purely economically centred one for those HEIs that reflect a reformed social identity to serve mainly employability, economic productivity and innovation through education and research in post socialist countries. The second is more holistic, reflecting not only education and research, but also making use of innovation based on economic and social partnership and networking in local, regional, national and international contexts. The article elaborates on the opportunities for this model as one into which Hungarian HEIs may develop. [ABSTRACT FROM AUTHOR]

The article focuses on how the National Education Institute (NEI), through its professional development program (PDP), has helped support schools to develop distributed leadership practice in post-socialist Slovenia. It notes that part of the PDP, which aims to build school capacity for instructional change, followed a distributed view on how leadership practice should be carried out in schools. It explains that NEI motivated pilot schools to form leadership teams consisting of principal and five teachers and offered training to the teams. It talks on the role of principals after the transition and on the evaluation on the effectiveness of the PDP intervention.

Today’s public policy discussions increasingly focus on how networks of public and private actors collaborate across organizational, sectoral, and geographical boundaries to solve increasingly complex problems. Yet, many of evaluation’s key concepts, including the evaluator’s role, assume an evaluand that is programmatically or organizationally defined and bounded. This article explores the implications of this changing public policy environment for the evaluator’s role by examining one case: an evaluand that was a loose collaboration of four individuals in dispersed organizations working to reframe public policy and to change professional practice in early care and education. We describe this evaluand and the dimensions of it that challenged our evaluative role. We conclude by suggesting an alternative conception of the evaluator’s role that can serve evaluators in this changing policy environment. [ABSTRACT FROM AUTHOR]

This article summarizes 12 presentations in Group 7 of the 2007 joint symposium of the International Association for Educational and Vocational Guidance, Society for Vocational Psychology, and National Career Development Association held in Padua, Italy, that focused on procedures for verifying the efficacy of vocational guidance programs. Three themes, or general tensions, emerged from the group's discussion of the presentations: (a) quantitative versus qualitative evidence, (b) public policy needs versus local needs, and (c) comprehensive versus cost-effective programs. On the basis of these core themes, recommendations are made for 3 potential directions for research that address certain threats and opportunities for the field. [ABSTRACT FROM AUTHOR]

This article presents information on the Dance Notation Bureau (DNB). Founded in 1940, the bureau occupies a series of rooms in New York City. The staff, volunteers and interns of the DNB handles the staging contracts, notation projects, educational programs, library loans and grant applications. The DNB created the Dance Notation Bureau Press in the 1970s to publish notation scores and books. The bureau also established its library in 1952 that maintains a collection of dance and movement notations.

The article talks about the direction given by the Guiding Principles for Evaluators of the American Evaluation Association (AEA) for young evaluators. Principle E of the guideline stressed that evaluators must meet the general and public welfare by balancing the needs between clients and other stakeholders. For this reason, Assistant Professor Luanda, evaluator of the educational pilot program Focus On Our Learning, should balance the interests among members of the youth evaluation team, teachers and the school district.

The author recounts her experience of being apart of the National Science Foundations' (NSF) Research Experiences for Teachers (RET) program. The RET program is designed for K-12 science teachers to conduct research projects in laboratories supported by the NSF. According to the author the program allows teachers to share with their students the latest science that is being conducted in the U.S. An overview of the RET program and information on how to get involved is presented the article.

Certification tests for elementary teachers in Ontario were introduced in 1871 and in 2002. Although the provincial government’s stated goals for the testing programs were similar, the 2002 program was opposed by the initial teacher education programs and the teachers’ associations, but the 1871 program was not. The authors argue that much of this difference can be attributed to the relationship of the tests to other requirements for certification and the process for determining the content of the tests. [ABSTRACT FROM AUTHOR]

Encompassing both the controlled messages of values advocacy and less explicit rhetorical actions such as philanthropy, community programs, and volunteerism, organizational epideictic affirms common values. This essay argues that such common values are problematized by the presence of paradox even in seemingly innocuous epideictic subjects. Through a case study of the National Collegiate Athletic Association's "Stay in Bounds" program teaching children to be good sports both on and off the field, the essay demonstrates the challenges of organizational epideictic through the paradox of excellence. It also provides suggestions for the management—but not elimination—of paradox in organizational epideictic, particularly directed at external publics. [ABSTRACT FROM AUTHOR]

The article offers news briefs in the U.S. The National Association for Multicultural Education will hold its 16th Annual International Conference in Phoenix, Arizona from November 8 to 12, 2006. Milet Publishing, a leading bilingual publisher of books for children, relocated its offices from London, England, to Chicago. Lexington Institute released a study designed to help school officials and educators implement effective English immersion programs for their immigrant students.

The article reflects on the author's view on the senior design course titled "Civil Engineering Design Project" at the Purdue University in West Lafayette, Indiana which involves all Civil Engineering seniors. According to the author, students dislike this course for the reason that it was so different from other courses that they had taken and it entails so much work. The course prepares students for engineering practice and to better enter the profession of civil engineering. It has been reviewed by the Civil Engineering Advisory Council in 2004 and has made numerous recommendations for improving it.

The article provides information on Learning Packages Project, educational program that provides opportunities for primary care practitioners to gain clinical expertise and knowledge by linking them with clinical specialists. This project is a type of dating agency, where delivery team matches people who want to learn with those who have the desire to teach. Learning Packages Project was commissioned by a group of local primary care trusts through the South London Organization of Vocational Training Schemes.

Electronic portfolios are becoming more prevalent on colleges and universities and can be a valuable tool in assessment efforts on campus. [ABSTRACT FROM AUTHOR]

Providing high-quality student services to students enrolled in distance education programs is a critical link to the academic success of this growing student population. [ABSTRACT FROM AUTHOR]

Effectively covering Association for Specialists in Group Work (ASGW) and Counseling and Related Educational Programs (CACREP) standards in a three-credit hour course is perhaps the greatest challenge in teaching group counseling. This study explores the use of an electronic course tool to deliver group theory, while using face-to-face class contact time to develop students' group counseling skills. Graduate students in an M.A. counselor education program participated in this study. Performance data and student and instructor perceptions were collected and analyzed using a qualitative design. Review of these data suggests several successes with the format, primarily that time spent learning and discussing theories online provided the opportunity for skill development during face-to-face class time. [ABSTRACT FROM AUTHOR]

Reports on Ohio-based Hocking College's participation at the 21st Century Learning Outcomes Project Sponsored by The League for Innovation in the Community College. Extension of initiatives such as the Academic Affairs ReVISIONing Learning Project and Self-Study for reaccreditation by the Higher Learning Commission; Processes for the identification of learning outcomes; Assessment of success skills.

This article presents information on the Developmental Economic Education Program (DEEP) piloted by the Joint Council on Economic Education (JCEE) in the U.S. In the spring of 1978, the JCEE undertook an evaluation of its DEEP programs. The evaluative data were collected by the Purdue University Measurement and Research Center. The universe consisted of a JCEE list of DEEP and non-DEEP schools developed out of the 1977 norming of the Test of Economic Literacy. The DEEP model has four elements that distinguish it from other programs involving curricular change. First, the program is developmental. Psychologically appropriate economic concepts have been defined for all grade levels and built into the formal curricular documents produced and distributed by the Joint Council and officially adopted as economic education pedagogical objectives. Second, the DEEP program is integrative. Economic concepts appropriate to all subject matter areas have been developed and designed to be integrated into the various disciplines.

This study replicated and extended research by Conrad and Blackburn on program quality in regional universities. The sample doubled the number of departments, increased the number of institutions and programs, and added an additional state, for a total of three stoles in this study. The same general variables emerged as the strongest predictors, but strengths were lower. When "state" did not load in the regression analysis, the inference was that generalizability is warranted. [ABSTRACT FROM AUTHOR]

The article focuses on the curriculum institutes for teachers. The initial institute in this project began in 1975 and was entitled "Aerospace: A Humanizing Experience." The program has continued each year and will be presented for the eleventh time during the summer of 1986. The funding for this institute are shared by local resource agencies, including the U. S. National Aeronautics and Space Administration, the University of Houston System, local school districts, and various other businesses and governmental agencies. Elements from each of these programs have been fused into an instructional model that meets local teachers, school system, and university needs.

The article recounts the U.S. based Council for Accreditation of Counseling and Related Educational Programs (CACREP) precursors, it's founders' aspirations, and it's prospects for influencing the professionalization of counseling as a career. According to the author, this article provides a long-needed presentation of CACREP's past so that future generations of counselors may understand the first major step taken to professionalize counseling. In this article, the author highlights many of the significant events and individuals contributing to the birth of CACREP. The author notes that the birth of CACREP in 1981 provided the counseling profession with a formidable foundation on which the profession could be built. The promise of CACREP was not only to help the profession but also to be a responsible partner in the community of higher education accrediting bodies. Its prospects are closely tied to those promises. CACREP is the only agency in the U.S. accrediting student personnel preparation. There are currently 66 institutions that are CACREP accredited.

Presents news notes and announcements involving the Rural Sociological Society. Description of new graduate programs in universities; Programs and projects; Meetings and workshops sponsored by the Society.

The article highlights the regional work conference of the National Association of State of Directors of Teacher Education and Certification (NASDTEC) in Chicago, Salt Lake City, Atlanta, and New York City in April 1960. Scientists, education teachers, classroom teachers, and chief state school officers were invited to meet with the members of the association. The aim of these series of conference is to make recommendations for preparation programs for the teachers in secondary-school science and mathematics. The conferences were a part of a study conducted by NASDTEC with the cooperation of the American Association for the Advancement of Science. NASDTEC was encouraged by the AAAS to seek financial support to provide its members with assistance in carrying out responsibilities in teacher certification.

The article presents a directory of information resources and institutions on early childhood education in the U.S. The Neighborhood House Child Care Services provides education, nutrition, health service, social and psychological services and opportunities for parent involvement. The National Center for Educational Communication administers the Education Resources Information Center Clearinghouse on Early Childhood Education and is responsible for the development of young children. The National Program on Early Childhood Education contribute to the improvement of early childhood education practices. The Appalachia Educational Laboratory provides a home oriented preschool education program utilizing television, home visitations and mobile classroom instruction.

The article presents draft policy statements on education for the gifted proposed by the Policies Commission of the Council for Exceptional Children (PCCEC) in the U.S. Special education for the gifted should be an advantage to the individual and society. Special educators should support programs for the gifted. Special education should also provide continuing and appropriate educational experience from preschool into adult years. The PCCEC also proposed that research and development resources should develop new methodologies and curricula appropriate for the needs of the gifted.