Explores the inherent difficulties of providing educational services in prisons in New South Wales. Concludes that the potential benefits and the problems of provision must be recognized so that the quality of education can be improved. (JOW)

Analyzes adult education research in Zambia and looks at how it has been undertaken and what else needs to be done. Highlights the paucity of research and the weaknesses in what has been completed. (JOW)

Conducted two studies on take-home, closed-book examination. First study involved 20 college students and was designed to provide categorical, comprehensive outline of students' assessments of take-home, closed-book procedure. Second study involved 23 students and compared amount of learning achieved on in-class examination with that on take-home,…

Examined student observations of bullied peers and reactions of school professionals to situations involving bullying and victimization. Findings from 207 secondary school students revealed that high school students saw the problem of victimization by bullies as significant and widespread. Most students (69 percent) who observed victimization of…

Reports on the research concerning imagery practice as it relates to changes in adults who were teacher-participants in research study and reviews research findings from the literature regarding children and imagery practice. Concludes that counselors may use what is now known about imagery practice to guide teachers, students, and parents into…

Describes intervention, developed at midwestern community college, that was designed to provide social skills training for students with learning disabilities. Concludes that such a social skills training support group offers learning-disabled students a safe environment to practice new behaviors and compensatory strategies that may foster their…

Defines learning environment as the physical surroundings, psychological or emotional conditions, and sociocultural influences affecting the growth and development of an adult engaged in learning. Suggests that ingrained views of learning environments can be changed by perspective transformation, paradigm shift, and personal philosophy. (SK)

The SPATIAL model (satisfaction, perception, achievement, transcendent/immanent attributes, authority, layout) posits that (1) individual perception of space affects satisfaction, participation, and achievement; (2) certain aspects of a space are subjective or beyond physical attributes; and (3) authority and layout are external and can be…

Notes environmental factors affecting adult learning situations: territoriality, seating arrangements, sightlines, and equipment. A checklist for conducting a space audit includes features inside and outside the classroom. (SK)

The learning climate set by adult educators reflects assumptions about adults as learners and the teaching-learning transaction. Creating positive environments requires attending to initial contact with learners; answering the questions Who are we? Who am I the instructor? and Why are we here?; and using icebreakers. (SK)

Perceptual deprivation--the inability to observe without biased or racist interpretation--can be countered by acknowledgement that racism exists; commitment to address racism in the learning environment; cultural exchange; use of the affective domain; and assessment of affective learning experiences. (SK)

Defines "gender" and considers the social context of women and educational institutions. Explores politics, work, violence, and the ways in which gender relationships are experienced in the institutional environment, curricula, classroom conduct, and teacher-learner relationships. (SK)

The learning environment includes physical space, psychological and emotional climate, and sociocultural context. Steps for improving learning environments include helping learners feel at ease and gain control, controlling physical space, using microcomputers, taking proactive steps against racism and sexism, and making a personal commitment to…

A two-year collaborative effort between the Texas Education Agency, the University of North Texas, and the Garland Independent School District developed a model at-risk program for large school districts. The program's two phases were developing a core group of personnel and conducting train the trainer activities. (JOW)

Describes the Practical Arts Evaluation System (PAES), a curriculum-based vocational assessment program for students with special needs at the middle school/junior high school level. Provides a rationale for curriculum-based assessment and occupational exploration at this level and describes benefits of the program. (Author/JOW)