Examines collaborative projects conducted in cooperation with teacher training and higher education institutions worldwide, offering a rationale for using electronic mail in internationally cooperative projects with schools. Electronic mail enhances teacher education by supporting constructivist approaches to learning and encouraging closer…

Discusses the theoretical basis for a teacher development project designed to generate innovative strategies for teacher development using information technology. The article describes strategies by modes and models, recommending a model based on teacher needs. The article examines outcomes of the project based on its relationship to the…

Focuses on the emergence of the quality movement (Total Quality Management and Continuous Quality Improvement) and the implications for educational organizations. Examines challenges represented by efforts to transform the educational system and apply quality concepts to vocational special needs populations. (JOW)

Application of total quality concepts in vocational education means beginning with students' characteristics, goals, and perceptions. Challenges include accepting a user-based and value-based definition of quality and recognizing the multifaceted needs of diverse students and the resulting complex definitions of quality. (JOW)

Principles of quality management applicable to education for secondary special populations include process orientation, cascading, top commitment, vertical/horizontal communication, continuous improvement, shared vision, primacy of customers, investment in people, constancy of purpose, and shared goal setting. (JOW)

A strategic approach for establishing continuous quality improvement (CQI) efforts in vocational special needs education includes defining CQI and building a rationale for its use, establishing a quality council, developing short- and long-range goals, and implementing CQI-related practices and principles. (Author)

A study of 27 Fortune 500 companies established benchmarking as a continuous quality improvement tool used in implementing exemplary work force diversity practices. Applicable in educational settings as well, it is a lifelong educational process for the individual and the organization. (JOW)

Suggests a team approach for effectively and efficiently providing services for postsecondary students with disabilities. Reviews various teaming concepts and presents a framework for a postsecondary disability problem-solving team. (Author/JOW)

Discusses the application of continuous quality improvement principles in the Department of Vocational and Technical Education at the University of Minnesota. Reviews the processes that the department incorporated to implement this program and lists future steps and categories of action. (Author)

Total quality management fits naturally with service to vocational-technical special needs students. Conception of the institution as a learning organization requires core competencies: shared vision, personal mastery, mental models, team learning, and systems thinking. (JOW)

In extremely repressive situations, Freire's liberation pedagogy can support resistance; in postrevolutionary societies, it can suffer from contradictions. The perpetual tension between domestication (indoctrination) and liberation makes transformative education an ongoing process. (SK)

As illustrated by the educational strategies of women's groups in the Dutch Liberal Party and Leiden University, social movements contribute to adult education. The question remains whether separate programs for women or encouragement of women's participation in existing program is more conducive to emancipation. (SK)

Several case studies examine the issue of whether Trades Union Congress educational programs are inordinately influenced by the state. Continued intervention of the Conservative state and the disorganized condition of labor education leave the latter open to narrow vocationalism. (SK)

Presents a framework for critical reflection on adult education literature in four sets of questions: methodological, experiential, communicative, and political. Addresses reasons for student resistance to critical analysis. (SK)

Reflects on themes of two North American adult education conferences: political economy of adult education, social construction of adult education knowledge, community-based adult education, and links among heritage, memory, and adult education. (SK)