According to Beder, market-driven delivery systems are inherently unequal and inefficient at meeting social needs, and they replace education with profit as the primary goal. Mason considers marketing necessary to survival, which helps ensure that client needs can be met. (SK)

In Brockett's opinion, mandatory continuing education does not ensure effective and competent performance, and it violates adult education principles. Le Grand finds it a natural extension of preprofessional preparation. (SK)

Cunningham views codes of ethics as inappropriate because they help those in or working toward positions of power and inhibit change. Sork and Welock identify benefits of developing a code and consequences of not having one. (SK)

James states that the diversity of adult education makes it impossible to develop a system of certification. White thinks it is needed to meet society's expectation for demonstrated professionalism. (SK)

To demonstrate program effectiveness and influence policy, adult and community educators must address the issues of relevance, visibility, and quality. In Australia, the status of adult and community education may be improved by a legislative inquiry and new legislative initiatives. (SK)

Instructional design for older adult programs must emphasize relevance to personal goals, account for learning style differences, minimize time requirements, avoid stressful evaluation techniques, include practice and participation, have appropriately paced sequence, and involve a comfortable, well-lit environment. (SK)

A survey of 71 Australian adult literacy and basic education providers showed low enrollment of hearing-impaired persons in literacy programs. Teacher training and resources are generally inadequate to meet the instructional needs of this population. (SK)

In recognition of the Association for Humanistic Education and Development's (AHEAD) fortieth anniversary as a division of the American Counseling Association, past presidents of AHEAD were asked to prepare vision statements to help the leaders and members decide future courses of action and direction. This article contains the vision statements…

Discusses developmental-eclectic model of counseling that integrates Loevinger's theory of ego development and methods to measure ego development in counseling practice. Outlines key premises associated with process of psychological development and developmental assessment; provides overview of some fundamental aspects of Loevinger's theory of ego…

Presents Applied Humanism as approach to behavior programing based on six relationship principles (no punishment, ensuring success, independent decision making, logical consequences, gentle interventions, teaching for behavior change) that can be inculcated into all of an agency's service delivery components. Describes how Applied Humanism uses…

Describes social and emotional problems of learning-disabled students and presents research that substantiates interactional role of the family in these problems. Reviews some of major personal and social issues facing learning-disabled students and suggests ways that school counselors and mental health workers can work with families of these…

Major presumptions that underlie the use of early intelligence tests are presented and disputed, centering on the construct of early intelligence, reliability, prediction, standardized administration, professional acceptability, utility for decision making, and congruence with Public Law 99-457. Professional solidarity is urged in opposing the…

Conceptual and technical problems associated with the use of traditional developmental assessments of young children with disabilities are reviewed. The use of principles of intervention design to guide assessment decision making is discussed. Ecobehavioral analysis and naturalistic interventions are described as promising directions for…

This commentary on EC 602 595 questions cognitive referencing's validity as a model for allocating special services to young children with disabilities. The paper raises methodological issues in studies supporting use of the cognitive referencing model. These issues include the construct of delayed development, subject description, and use of a…

This paper argues that judgment-based assessment of data from multiply replicated single-subject or small-N studies should replace normative-based (p=less than 0.05) assessment of large-N research in the clinical sciences, and asserts that inferential statistics should be abandoned as a method of evaluating clinical research data. (Author/JDD)