Traces the origins of what is known as cultural studies in pre-World War II workers' education in Britain. Elaborates the contributions of G.D.H. Cole, E.P. Thompson, Raymond Williams, and Richard Hoggart. (SK)

Study of women-only training centers established by the European Social Fund shows how they can be closed communities in which differences of race, class, or sexual preference can be identified as relationships of power, privilege, and inequality. (SK)

Analysis of a government-funded project at the University of Warwick illustrates the nature, scope, and funding of continuing education research and the difficulties that arise and the processes of institutional innovation in universities. (SK)

Surveys of Access Course students and providers at British universities as well as those who inquired about them yielded 1,471 responses. Providers considered math an important qualification, but sizable numbers of students and inquirers saw math as a major barrier to their participation. (SK)

Identifies job-related social skill needs and reviews skill training packages for adolescents with mild mental retardation. Concludes that few packages focus on job-related skills, consensus is lacking on essential skills, and programs should address problem solving and decision making for maintaining skills. (SK)

Personnel from 175 transitional programs for persons with disabilities rated academic/vocational integration and staff development as highest technical assistance needs, administrative leadership and budget as lowest. Special education coordinators rated ongoing career guidance/counseling significantly higher than did program directors. (SK)

Illustrates with a hypothetical adolescent with a disability the use of the McGill Action Planning System for initial and follow-up transition planning. Shows how the system promotes self-advocacy for students and families and provides information useful in the Individualized Education Plan. (SK)

Provides examples in nine categories of research in vocational special needs education using the empirical-analytical, interpretive, and critical models. Discusses the applicability of the research framework for practitioners and teacher educators. (SK)

The Manhattan Transition Center provides supported employment for youth with mild to severe disabilities. Local enclave worksites staffed by teacher/paraprofessional teams place participants in jobs. Under the zero-reject policy, employers and service providers are responsible for participants' personal and work-related growth. (SK)

Describes problems associated with relationship between parents and children of divorce, citing three groups of divorce relationships. Describes filial therapy (FT) as child-parent relationship training. Lists and broadly defines objectives of FT. Demonstrates application of FT via case study. Suggests strength of FT is in direct involvement of…

Describes educational program for juvenile delinquents that works toward goals of creating humane educational environment to aid at-risk students to gain sense of purpose and self-worth through incorporating three basic humane values into its philosophy: environment of care, focus on individual, and experiential learning. (CRR)

Describes study comparing views of husbands and wives toward day-to-day communication practices. Initial data analysis yielded 24 items contributing to 7 factors. Wives tended to report less communication or rate communication lower than husbands, but both husbands and wives were generally satisfied with communication in marriages. (Author/CRR)

Describes investigation of relationship between family structure and self-concept in gender-ethnic context for middle school students utilizing the Self Observational Scales. Significant relationship was found in white girls only and only in particular dimensions of self-concept. Results support viewing these phenomena in gender, ethnic, and…

Discusses duality between process and concept in mathematics, ambiguity of symbolic notation, and flexibility in thought processes of successful students. Content analysis and empirical evidence suggest a qualitatively different kind of mathematical thought in more able compared to less able elementary students (n=72) in arithmetic. (Contains 42…

Reports on a study in which (n=40) fifth graders solved and retold one-step compare word problems. Students performed better, had shorter response times, and retold problems correctly more frequently on consistent-language problems than on inconsistent-language problems. (Contains 36 references.) (MKR)