Explores four models of management strategy operating in seven Scottish further-education colleges: strategic control from the center, strategic "fit" emphasizing management of resources in an externally competitive environment, strategic "stretch" addressing organizational infrastructure and internal capabilities, and group-based and…

The primary-secondary (S1 and S2) "divide" is one contentious area in restructuring education in Scotland. Education is caught between the forces of culture fragmentation and the centralizing tendencies of government. Articulation of education levels in a national framework reflects the influence of cultural and economic trends on standardization,…

Scottish teachers' job uncertainty results from school funding problems, trends toward part-time or temporary employment, labor mobility, and qualifications mismatch. Continuing professional development of teachers may help alleviate concerns over teaching standards in Scottish schools, but a more comprehensive review of the recruitment, training,…

Examines Scottish teachers' perceptions of indiscipline in 1990 and 1996. Survey results suggest that low-level misbehaviors remained the same but verbal abuse toward the teacher increased. Violence against teachers was rare. Findings are placed in the context of research on discipline, policy of social exclusion, and teacher reactions to…

Gives brief descriptions and results for three studies funded by the Scottish Office Education and Industry Department (SOEID): "Managing Change in Small Scottish Primary Schools"; "Cost of Pre-School Education Provision"; and "Evaluating Multidisciplinary Education in Health Care." (SAS)

Reprints of two Harvard Educational Review articles from 1970, "The Adult Literacy Process in Cultural Action for Freedom" and "Cultural Action and Conscientization," highlight the importance of education to human rights. (SK)

Asserts that theories of caring in education have avoided issues of racial imbalance. Reinterprets these themes from a black feminist perspective: moral relevance, primacy of survival, significance of one's standpoint, and the moral power of narrative. (SK)

States that employing a Chicana feminist epistemology in educational research is one means of resisting traditional models. Presents a framework that uses the concept of cultural institutions, which are derived from personal experience, existing literature, professional experience, and analytical research. (SK)

A middle-aged teacher reflects on her career, finding that her relationship to teaching has deepened and changed. She describes how her students have educated her as much as she has educated them. (SK)

Explores research on Puerto Rican students in U.S. schools in combination with fiction by Puerto Ricans. Identifies four themes: colonialism/resistance, cultural deficit/cultural acceptance, assimilation/identity, and marginalization/belonging. Asserts that care is the missing ingredient in the education of Puerto Ricans. (SK)

In one Chicago high school, nationalist ideology and education based on principles of Puerto Rican self-determination are powerful methods for creating student success. Ironically, the ideology focused on critical appraisal of U.S. policies encourages youth to pursue mainstream achievements. (SK)

Although policymakers, courts, and advocacy groups have raised awareness of bilingual education, there is a gap between the remedial model and grassroots community views of bilingual education as enrichment. Support for bilingual education must be recontextualized as a strategy for education reform with leadership from language-minority persons.…

School data, court reports, and interviews shape a case study of the experience of Puerto Rican students in a northeastern U.S. school system manifesting colonialism and its opposition in racially/ethnically positioned tensions. (Author/SK)

Describes characteristics of higher education students in the 21st century, focusing on the nontraditional aspects compared to the majority of today's students; discusses lifelong learning, distance learning, and learning processes; describes collaborative learning networks; and considers elementary and secondary education changes. (LRW)

Discusses the growing importance of the World Wide Web as a delivery method in higher education and offers guidelines to faculty and designers regarding transitioning from face-to-face classroom instruction to Web-based instruction. Highlights include managerial considerations; pedagogical considerations; designing Web-based instruction; social…